In the past month, because we were busy preparing for the regional teaching work conference, we studied and polished the math classroom scale in the math group and applied it to the classroom. At the regional teaching work conference on Tuesday, we successfully demonstrated the open class of mathematics, and used the scale to listen to and evaluate the class, which was highly praised by the leaders attending the conference, and also made a replicable and operable experience guide for the school-based teaching and research work in the whole region.

I am very glad that the regional teacher development center can give us such a task. I led all the teachers in the math group to study and polish for three Saturdays, and finally came up with our classroom observation scale. Next, we will extend this scale to all disciplines.

There are many advantages in observing and evaluating classes with class observation scale.

First, observe the class with the class observation scale, and the class evaluation is very targeted. Teachers only need to carefully observe and record their own observation points and make an appropriate evaluation after a little analysis. This time, we have a math teacher who has just been employed for a year and a half, which fully proves this point. When evaluating the teacher's performance, the mathematics teaching and research staff of the district primary school said this: If it is not the introduction of the host, who can believe that the teacher has just joined the job for one and a half years? Who can say for sure that we can judge the level of the new teacher? In fact, anyone can do it with this class observation scale.

Second, observe and evaluate the class with the class observation scale, and finally point to a person's professional growth. Imagine that a teacher should sort out and summarize the data during class evaluation according to his own observation points and careful observation of class records, and analyze the data when giving feedback to the lecturer. After such thinking training, it is not only practical for your own class. Any teacher who can observe and evaluate will definitely overcome the shortcomings in this field in the future classroom practice, develop the advantages in this field, and thus boost his professional ability.

Third, we can formulate the attendance sheet in a targeted manner. If there are any problems in the classroom that you want to improve, you can observe them. For example, to improve children's preparation for learning tools, the observation point will set up pre-class preparation, and use specific data to guide teachers how to prepare well before class. Similarly, in order to help teachers improve the habit of repeating students' words, the observation point should set the teacher's language and refine it into repeating students' words and interrupting students' words. And tell the teacher how to improve with specific data. So you can use the observation scale flexibly: make observation points according to the problems you want to improve. In this way, when our teaching and research group is engaged in activities, we can observe a theme every month or semester, so as to help teachers grow professionally in a certain aspect and cultivate children's literacy in a certain aspect.

Using the attendance scale to evaluate classes is an empirical study of classroom teaching, the need of preparing lessons in depth and the guarantee of school-based teaching and research.

This is also fate. Just as we were thinking hard about how to improve the quality of class attendance and evaluation, the teacher development center solved our difficulties and provided an example for school-based teaching and research in the whole region. This is also the fate of our teaching research in East China Normal University and Professor Cui Yunkuo's observation scale.

This is the beauty of the classroom observation scale.