Compared with general observation activities, observation, as a professional activity, requires observers to collect data directly (or indirectly) from the classroom with their own senses and related auxiliary tools (observation desk, audio and video recording equipment), and conduct corresponding analysis and research according to the data. It is an indispensable part of teachers' daily professional life and an important part of teachers' professional learning.
Classroom observation is a behavior system, which consists of a series of different behaviors at different stages, such as defining the purpose of observation, selecting the object of observation, determining the behavior of observation, recording the observation situation, processing the observation data, and presenting the observation results.
Classroom observation is a research method, which concretizes research problems into observation points, decomposes continuous events in the classroom into time units, decomposes complex situations in the classroom into space units, freezes and scans the units through observation points, collects and describes detailed information related to records, and then reflects, analyzes and infers the observation results, thus improving teachers' teaching and promoting students' learning.
Classroom observation is a workflow. It includes three stages: pre-class meeting, in-class observation and after-class meeting. From the discussion and determination in the pre-class meeting, the observation and record in the class, to the analysis and feedback in the after-class meeting, it constitutes the workflow of determining the problem-collecting information-solving the problem. Based on classroom observation, teachers know, understand and grasp classroom teaching events, make clear the focus of teaching practice, and reflect on teaching behavior on the basis of data analysis.
Classroom observation is a kind of teamwork. It is carried out by a team that is divided into two parts and cooperates with each other. In the whole classroom observation process, each stage is a process of multi-directional interaction between teachers. With the help of classroom observation community, teachers explore and deal with specific problems in curriculum, teaching, learning and management, conduct self-reflection and professional dialogue, and at the same time improve classroom teaching to promote the due development of each member of this cooperative body.
Let's talk about the observation and diagnosis of teaching objectives first. From this dimension, we generally consider the following points:
1, whether the teaching objectives are appropriate (in line with the curriculum standards; Combined with teaching materials; Suitable for students; Whether it is holistic or systematic; Whether it is operable)
2. Whether the teaching goal is clear (whether the teacher and the students are clear about the problem; Demo mode)
3. Whether the teaching objectives are implemented (the relationship between preset objectives and dynamically generated objectives; The teaching objectives are concrete and fully developed; How to turn learning goals into students' internal motivation)
There is a doubt here, do students need to be clear about the teaching objectives? An opposing view holds that the teaching objectives of Chinese classes are usually similar, such as emotion and value, knowledge and ability, process and method, but the degree of teaching objectives varies according to students' grades, so the teaching objectives do not need to be presented in every class. Some excellent teachers also advocate the "bamboo shoot skin" class, and they expect to achieve a state in which students are suddenly enlightened at the end of the class. This is the learning goal of this class. Personally, I agree with another view, that is to say, students should be clear about their teaching objectives, especially for our students. If they are at least clear about their learning objectives, their internal motivation for learning may be formed, and some students may be encouraged to study actively. As for the presentation of teaching objectives, there are generally the following ways: 1, telling students directly in class (blackboard writing, ppt, dictation); 2. At the end of the course, students can summarize and refine the teaching objectives; 3. Let the students discuss before class, thus leading to the teaching objectives; 4. Ask students to preview according to the class notes shared by teachers and students during self-study.
The fourth introduction here is actually what our school is doing now. In the study plan, the students have listed the learning goal of this text, and the students are also previewing according to this established goal. Of course, we also have various modifications in actual teaching, which may be the combination of the first three presentation methods. I think the teaching goal not only needs students to be clear, but also is very necessary. I remember that when President Jin was teaching "Stone Gully", it was to let students discuss what to learn in learning such a text first, and then lead to the teaching objectives. The advantage of this is that students can learn how to grasp the learning objectives of such articles in this process.
Then, talk about the observation and diagnosis of teaching content. From this dimension, we should pay attention to the diagnosis of classroom teaching:
1. Whether the teaching content is appropriate: whether it conforms to the provisions of curriculum standards, the requirements of teaching materials, the adaptation to research, the needs of students, etc.
2. What is the depth and breadth of the teaching content (whether the teaching content is lower than or equal to the students, slightly higher than the students and far away from the students; )
3. How do teachers organize the content: How much is the teaching content and how to contact it? Whether students feel and present the connection in this class, the connection between this class and what students have learned and will learn (prerequisite knowledge), and how to connect (transition, the teacher makes a structural statement, which is closely related to students' feelings).
4. What is the key content, and whether the teaching is concentrated and sufficient (declarative knowledge, procedural knowledge and conditional knowledge)
5. How do teachers explain the learning content to students: whether it is easy to understand and whether the language is concise and clear;
6. Students' learning results: whether what the teacher teaches is consistent with what the students actually learn;
Here, I want to ask, have we taught enough key contents of teaching? For example, when guiding students to do reading training, we often encounter a key word, which is to ask for "generalization", and we seem to be taking pains to teach students to generalize. But we often say to students, "Attention is generalization", "Think again, is this generalization?" "How do you sum up other students?" ……
Our students learn to generalize through "trial and error", but what we lack is the guidance for students. According to teacher Zhang's teaching content, students should be taught to generalize from three steps: declarative knowledge, procedural knowledge and conditional knowledge: 1, what is generalization? 2. How to summarize? 3. Under what circumstances should it be used most effectively? Maybe we should reflect on why students can't learn what we think has been taught many times. Have we given enough guidance to our students?
Growth = experience+reflection. This is Posner's classic formula about teacher growth.
As a teacher, you can't improve without reflecting on your own success or failure. The above is just my humble opinion on learning, and I hope to have something more valuable to share with you in the coming days.