Dimensions of junior middle school Chinese classroom observation scale 1: how many students prepare before class, how to prepare, and how to prepare excellent students' preparation habits? What are the preparation habits of students with learning difficulties? How is the task of eugenics accomplished? How do students with learning difficulties listen independently? How many students listen to the teacher? How many students listened to their classmates' speeches? How many students assist in listening? How many students have these behaviors? What are the interaction/cooperation behaviors? What are the behaviors that directly aim at achieving the goal? How many people are involved in the group discussion? What are the emotional behaviors? How many people participated in autonomous learning? How to study independently and orderly? How about top students? What if learning difficulties win? Do the students know the learning objectives of this class? How many people know what evidence proves that the classroom goals have been achieved? How many people achieved their goals after class? What problems have you found? Dimension 2: How does the teacher's teaching link constitute the teaching link? How to develop the teaching link around the goal and how to promote students' learning? Is there any evidence to prove that teaching design is a distinctive classroom presentation? What auxiliary behaviors are there? What is a blackboard demonstration? How to promote students' learning? Opportunity, object, frequency, type, structure, cognitive difficulties, waiting time, how many ways to answer questions, how to assist the content, how to guide learning, how to guide students to learn independently, how to guide students to learn cooperatively, how to guide students to explore learning (and how to adjust the teaching design of teaching wit? Results How to deal with students' nonverbal behavior, how to use teaching materials, how to highlight the characteristics of the subject, how to meet the needs of different students, how to implement preset methods and the suitability of learning objectives, how to embody the characteristics of the subject, and what kind of situation to create under the guidance of learning methods? Results How to learn and evaluate what are the main evaluation methods used to detect learning goals? How to obtain evaluation information in the process of teaching/learning, how to use the obtained evaluation information resources, what resources are preset and how to use them? Generate those resources? How to use it? What extracurricular resources are recommended to students? How is the usability? Dimension 4: Classroom culture students think about how learning goals reflect advanced cognitive skills and how to drive teaching with problems. How to guide students to think independently and how to deal with mistakes in thinking? What items in the classroom/class rules reflect the democratic atmosphere? How to deal with different opinions? What is the participation of students in class and the behavior of teachers and students? What is the relationship between teachers and students? What items in the classroom/class rules reflect learning innovation? How to embody innovation in teaching design and scenario creation? What are the whimsy in class? How do students express and treat? Classroom environment layout (how to reflect innovation? What items in the classroom/class rules reflect how the learning goal of caring for students is for all students? How to pay attention to the needs of different students? How to pay attention to the learning needs of special students? What about classroom discourse, behavior/seating arrangement? What items in the class rules reflect the performance characteristics, and in what ways do special-grade teachers reflect their advantages? What are the characteristics of the teacher-student relationship?