1. Initiative
Scientific observation is a dynamic perceptual cognitive activity, which is different from general observation, that is, it is not a simple reflection on feelings, but a purposeful and conscious observation and research.
It requires: (1) to determine the conditions for the development of a phenomenon; (2) Describe the observed phenomena in detail; (3) Scientifically analyze and explain the research object. That is to find out the causal relationship and connection between the phenomenon and its development conditions. Therefore, plans should be made according to scientific research tasks before observation, including determination of observation objects, observation conditions, observation scope and observation methods, so as to ensure purposeful observation. Such observation is conscious, not blind, dynamic and not passive. It requires observers to give full play to their subjective initiative in observation.
Selective
Scientific observation is not a general understanding of phenomena and facts, but a selection of typical objects, typical conditions, time and place from a large number of objective facts in order to obtain the phenomena and processes of typical things. Only by deliberately concentrating and keeping attention on the selected observation object, always combining observation with intentional attention, not being distracted by irrelevant phenomena, and trying to eliminate the interference of external stimuli, can such observation achieve the expected effect.
For example, observe the learning attitude and mental state of a class of students. According to the purpose of observation, different types of students can be selected as the observation objects, and the main indicators reflecting learning attitude and spirit (such as timeliness, curiosity, creativity, self-improvement, willpower, study habits, etc.) can be selected. ); Among the main indicators, typical indicators (such as timeliness) and major and minor indicators should be selected, and several major times and occasions should be selected. Only through the key selection of students, several main indicators, several main times and occasions, etc. In order to achieve the purpose of scientific observation.
3. Objectivity
In other words, the observed phenomena and processes can correctly reflect the objective facts. The factual materials obtained through observation are the basis of understanding things and scientific research. But there is a premise here, that is, whether the observation of obtaining factual materials has objective quality. The result obtained in observation is actually the reflection and description of the phenomenon or process of the observed object by the observer through observation means.
Scientific observation lies in the objectivity of observation. First of all, we must ensure that the observation is carried out under natural conditions and cannot affect the normality of the observed object, so as to get the real situation under natural conditions, otherwise the obtained factual materials will reflect the abnormal situation and draw wrong conclusions. Another situation is that the observer realizes that he is being observed, which may make the observer consider giving the observer a certain reaction in advance. In this case, only the observer can establish a good relationship with the observed, eliminate the strangeness to the observer, and try to control the abnormal state of the observed object.
Teachers correctly apply observation method;
First, teachers should establish the consciousness of observing the whole person and the whole process in the teaching process.
The teaching evaluation view of the new curriculum holds that evaluation is an inseparable part of the whole teaching process, not a separate job after the teaching activities. Therefore, teachers should establish the concept and consciousness of infiltrating teaching evaluation in the whole teaching process, and it is an important evaluation method for teachers to evaluate students by observing their behaviors.
It should be pointed out that teachers' observation of students' behavior tends to focus on those outstanding students (students with quick thinking, top students, students with special skills in learning, naughty students, students who are not attentive to their studies, etc.). ), and those students who study in general or above, are quiet, like thinking but don't like expressing, are easily ignored by the teacher's observation. Therefore, when observing students' behavior in classroom teaching, teachers should pay more attention to those students who are not "excellent" or even "unknown", and the observation perspective of teachers should point to everyone who should observe. Through observation, teachers leave their feelings and impressions on the behavior of each student in the class in their minds as the basis for teaching students in accordance with their aptitude. Teachers should be clear that if they have no impression of a student's behavior in their own minds, they should make observation compensation or pay attention to the student, or reflect on whether their observation of the student's behavior is biased.
Teachers' observation of students' behavior in the teaching process should be naturally integrated into the teaching process, and they can't stop teaching to observe students, nor can they observe for the sake of observation. Teachers' observation of students' behavior should be completely based on the natural state of teachers' normal teaching and students' normal learning, and should be carried out quietly by teachers. Teachers should evaluate each student with love and parents-in-law's attitude. Teachers should observe students' behaviors less horizontally (such as the comparison of students' learning behaviors) and more vertically, so as to promote and motivate the healthy development of students' learning behaviors. Teachers' analysis of students' behavior observation should have a scientific perspective and specific targeted measures, and typical cases should be combined with personal family, social education background and his education process.
Second, teachers should pay attention to observing students' learning attitudes and learning methods in the learning process.
In the process of teaching and observation, teachers should pay attention to observing students' learning attitudes and methods and give correct guidance.
Students' learning attitudes can be divided into three types: positive, negative and somewhere in between. Students' learning methods are flexible, simple and rigid. How do teachers observe students' learning attitudes and methods? The author summarizes the following observation types of intervention observation and makes a brief analysis.
Observation in teaching. Teachers can observe students' participation in the process of explaining problems. In the process of explanation, we can often observe: students who are highly focused and actively cooperate with teaching, students who are quick-thinking, strong in understanding and have spare capacity for learning, students who listen carefully but are slow to respond, have strong understanding but lack patience and persistent learning ability, and students who are always fidgeting, not attending classes, not reading books and absent-minded. Students with the above-mentioned classroom performance have different personalities. Teachers should evaluate their development by observing students, especially the last kind of students, in order to make an evaluation that they can accept, understand, agree with and even take orally.
(2) Observation in question and answer. The process of students answering questions is a good opportunity for teachers to observe and understand students' learning methods and learning quality. Students' answers to the questions reflect their understanding of the questions, his methods of understanding the questions and his satisfaction with the understanding of the questions (for example, others feel dissatisfied, but the respondents themselves feel very satisfied; Or others feel satisfied, but the respondents themselves feel dissatisfied). Teachers' understanding and grasp of the relevant information presented in the process of answering questions is the key for teachers to guide students correctly, which requires teachers to have a positive observation attitude and a correct observation perspective.
(3) Observation in reading. When teachers observe students' reading attitudes and methods, they will find that some students have good reading attitudes and methods, some have the opposite effect, and some have poor attitudes and methods. How to guide teachers? Teachers should first guide students to have a correct attitude, that is, be patient, careful and think in combination when reading; Secondly, the dean's students use reading methods flexibly, combining browsing, reading outline structure, mastering key words, reading slowly and interpreting organically. Teachers observe students' reading and give them evaluation and guidance. The purpose is to cultivate students' correct reading attitudes and methods in classroom teaching.
(4) Observation in thinking. Observing students' thinking is an important means to understand students' thinking quality. How can teachers observe students' thinking and understand their thinking quality? Innovative thinking is characterized by novelty, fluency and profundity, while complex thinking is characterized by divergence, multi-level and openness. All the above thinking characteristics can be presented to teachers through the explicit expression of the thinking subject. Teachers should actively observe, analyze and understand the characteristics of students' thinking, and actively guide the development of students' thinking at many levels, such as profundity, fluency and openness. The specific methods of thinking and observation are: observing students' concentration and concentration, observing students' thinking performance in classroom dialogue, observing students' reaction to teachers' questions and their thinking quality when answering questions.
(5) Observation in activities. Students are in a natural state in activities, which is convenient for teachers to observe students in all directions, especially in learning ability, learning attitude and learning methods. Students' abilities in activities (including language ability, ability to communicate and cooperate with others, ability to learn independently, etc.). ), learning attitude and methods, students' personality and other characteristics are truly presented to the teacher in the activity. Teachers should actively observe, strive to capture educational opportunities and find the "bright spots" in students' behavior. Once teachers observe this "bright spot", they can give students an incentive evaluation and promote their development.
Third, teachers should evaluate students by combining overall observation, group observation and individual observation.
Teachers' observation of students can be classified from different angles, one of which is to divide the observation of students' behavior into overall observation, group observation and individual observation.
The purpose of teachers' overall observation of students' behavior in the classroom (that is, the class) is not the specific individual students, but the overall learning atmosphere, learning attitude, learning methods and learning ability of the class. Teachers' overall observation of class students' overall behavior is not a horizontal comparison of class students' overall behavior, but a positive development of class students' overall behavior. Therefore, teachers can only compare the overall behavior of class students vertically, not horizontally. Experience tells us that when we use the overall behavior of students in parallel classes in the same grade as advanced materials to educate the so-called backward classes in teachers' minds, it will only reduce the self-confidence and self-esteem of class students, and even develop into hostility of class students to teachers, leading to vicious opposition between class behavior and teachers' behavior, so that teachers' educational and teaching behavior cannot be implemented. When comparing the overall behavior of class students vertically, teachers should focus on motivation. If you criticize, the direction of criticism should be clear and specific, and it should be well-founded to convince the whole class. This can not only avoid students' rebellious psychology, but also effectively guide and improve the overall behavior of class students.
Teachers' observation of classroom group behavior is mainly about the learning atmosphere, attitude, method and ability of the group. Teachers' observation and evaluation of students' behavior in classroom groups is to stimulate the development of each student in each group. The evaluation of horizontal observation and comparison between groups can promote group competition and further promote students' development; Longitudinal observation and comparative evaluation of group behavior can affirm the advantages of students and correct their shortcomings. These two methods have their own characteristics and can promote the development of group students' behavior. However, the principles of objectivity, fairness and science should be established in the horizontal comparative evaluation of class group behavior, otherwise it will not only promote the development of students, but will lead to opposition and conflict between group behaviors, which is unsuccessful.
Teachers' observation perspective on students' behavior is to choose the whole class and group as a whole, which is only a means for teachers to observe and evaluate, and its ultimate goal is to observe and evaluate each student individually in order to promote the development of each student. Then, what specific methods should teachers use to realize the observation and evaluation of individual students?
(A) the establishment of individual observation and evaluation scale
How to design the observation and evaluation scale? What does it contain? What is the presentation form? What is the procedure followed by teachers to complete the observation and evaluation scale? Has the observation and evaluation scale been fed back to the students? What kind of feedback form is appropriate? These problems need to be solved. The design content of observation and evaluation scale is mainly about students' learning process and methods, learning ability, learning attitude and emotion. The design form of observation and evaluation scale is: according to students' names (columns) and observation items (columns). Teachers fill in the observation and evaluation scale immediately after completing classroom teaching activities, and the comments use descriptive evaluation terms such as "very positive", "positive", "relatively positive", "great progress", "progress" and "retrogression" or students' own longitudinal comparative evaluation terms. The form can be filled out in class or after the course. The information in the observation and evaluation scale completed by the teacher should be fed back to the students and can be posted in class. Usually, it should be fed back to individuals.
(2) Write the postscript of personal observation and evaluation.
It is impossible and unnecessary for a teacher to write a postscript to each student's observation after each class. However, the teacher can write down what he observed in a class that is worth writing down. Nowadays, many schools require teachers to write teaching postscript in every class. What should I write in the teaching postscript? I think the core or most important content of teaching postscript writing is observation and evaluation postscript. At the end of the semester or school year, teachers can make a record of each student's academic growth in the semester or school year according to these observation and evaluation postscript materials. This kind of discipline learning growth record will become an important part of the overall evaluation of students' semester or school year.
(3) Typical case studies
For typical cases (especially positive or negative), teachers should make continuous and in-depth observation to understand their family and social education background, and then conduct research to actively pursue some valuable educational experiences and some typical educational problems. Such a case study is of great value and significance, and it is worth doing by educators.
(D) Teachers use active observation of students to achieve effective control of teaching.
The purpose of observing students in teaching is to promote each student to actively integrate into the classroom teaching process. Some students are absent-minded or careless in class. When the teacher finds out, a look and a gentle action will remind the students. All this is unified in the process of classroom teaching. Every student will feel the attention from the teacher, and the student's input will be recognized by the teacher immediately. Teachers will use eyes, movements, language and other ways to recognize or motivate students. Every student is having a spiritual exchange and dialogue with the teacher, which is interactive teaching. Even teachers' teaching will become vivid because of their observation and evaluation. And some bad behaviors in students' study will be improved immediately because of teachers' kind reminders.
Teachers' observation of classroom teaching is also a means for teachers to actively reflect on teaching, so as to promote teachers' teaching and realize teaching and learning from each other. When the teacher's teaching is recognized by the students, most students can actively integrate into the classroom teaching, which is successful teaching. When the teacher's teaching is not recognized by the students, and many students begin to lose their concentration, the teacher should realize that there is something wrong with his teaching methods, and the teacher needs to improve his teaching. In this way, teachers' observation of classroom teaching makes teachers have the dual roles of teachers and teaching researchers, which is helpful for teachers to develop in the direction of scholars and research teachers.
Teachers' observation of classroom teaching can make teachers adjust classroom teaching atmosphere and teaching rhythm. For example, teachers should slow down if they observe that some students are confused because the teaching progress is too fast; If the teacher observes that some students start to split up because of the slow progress of teaching, the teacher should speed up the pace.
Teachers can also actively and deeply understand students' knowledge, ability and emotional attitude by observing classroom questions. After understanding the situation, the teacher's question design will be targeted. For students who are slow to respond, be patient and actively urge them; Students who do not actively answer questions can ask questions many times until their attitude becomes positive; Students who actively answer questions should improve the flexibility of asking questions; Students who respond quickly should increase the difficulty of questions and stimulate their learning potential. Long-term implementation of the combination of observation and teaching will enable teachers to easily control classroom teaching and significantly improve classroom teaching efficiency.