This activity takes "the quality and benefit of teachers' teaching behavior" as the research theme, takes classroom observation as the research means, and determines "teachers' teaching behavior promotes students' thinking and improves teaching effectiveness" as the observation perspective, paying attention to the improvement of teachers' teaching behavior quality and benefit.
Activity implementation
1. Arrangement of classroom observation activities
Time: 2010 65438+February 9th.
Venue: Xiangshan Yinfu Middle School
Teaching content: "Make Web pages lively" (Zhejiang Information Technology Textbook)
Teacher: Teacher Yi.
2. Study the teaching design and determine the observation scale.
We divided the teachers who participated in the activity into preparation group and observation group. In the morning preview meeting, teacher Yi, the representative of the preparation group, explained the teaching design, explained the expected effect and possible problems to the observation group, and put forward his own shortcomings in teaching behavior. The observation group consists of three teachers. Through the communication and analysis with the preparation group, the observation scale is constantly improved to make the observation more targeted and effective. Finally, it is determined to observe the classroom from three points: "teachers ask questions", "teachers explain and demonstrate" and "teaching behavior time allocation". See the following table 1, table 2 and table 3 for specific observation contents. Whether the observation of classroom questioning shifts from paying attention to the question itself to the students' reaction after the question is put forward can promote students' thinking and better reflect the thinking value of the same topic.
Symbol description: a box represents a student, and it is written into the corresponding box according to the ordinal number of the question during the interaction (teacher's question type: 2 1- content, 22- irrelevant, 23- memorizing, 24- understanding and thinking; Students' reaction types: 3 1- understanding and answering, 32- slightly thinking, 33- deeply thinking, 34- no response; Teacher's answer types: 4 1- simple encouragement, 42- guided evaluation, 43- interrupted students, 44- peer supplement); The letter "M" stands for a boy and the letter "W" stands for a girl.
3. On-site observation, recording and analysis of data
The three teachers in the observation group entered the classroom five minutes in advance, and determined their observation positions according to the observation tasks, so as to ensure that they could collect real information and truthfully record all kinds of phenomena and data they saw and heard. After the observation, the observation group made statistics or arranged according to the information recorded in the observation scale, and drew different charts by using spreadsheet software such as Excel, as shown in Figure 1, Figure 2 and Figure 3. Organize the recorded written materials, check the words one by one according to the design intention of the observation scale, or add, delete or merge them, and convert them into concise language expressions, so as to truly restore the classroom situation at that time and get the corresponding results.
4. Explain the chart and get diagnostic help.
The three teachers in the observation group and the teachers in the preparation group, together, analyze the problems or viewpoints that can be stated according to the qualitative words and quantitative data, statistics or arranged charts obtained from on-site observation, and construct an analysis framework. After analyzing and reflecting on the problems or teaching characteristics found, explain the specific meaning of numbers and the reasons and significance behind the phenomena, and provide corresponding diagnostic help opinions, as shown in Table 4.
Activity effect
1. Encourage teachers to think deeply about thematic issues.
It is a truth that every teacher knows to attach importance to the interaction between teachers and students in class and improve the quality and efficiency of teaching behavior. But teachers don't know much about how to implement it and how to improve it. Through this practical activity with classroom observation as the research means, teachers improve the quality and efficiency of teaching behavior, thus opening up a broad road for teachers' action research.
2. Make daily teaching and research activities more targeted.
In previous teaching and research activities, when commenting, the net was scattered all over the sky, and the focus was often scattered. This practical activity, which takes classroom observation as the research means, focuses on the problem, all uses classroom observation tools, and combines quantitative and qualitative methods. The comments are well-founded and convincing.
Active thinking
1. Correctly establish the observation theme
The observation theme should generally have the following characteristics: First, it is targeted. The theme of classroom observation should proceed from the actual needs, be specific, clear and targeted, and directly point to the actual problems in classroom teaching. When determining the subject of observation, the question must be specific, not complete. The second is presupposition. The establishment of observation theme must be related to the teacher's expected results, and should be able to directly reveal the essence of the problem rather than just observing the appearance of the problem.
2. Reasonable selection of observation points
The selection of observation points should follow the principles of easy observation, easy recording and easy explanation. At the same time, the observation points should be few and precise. The smaller the observation point, the easier it is to observe, and the obtained records are more directional and targeted, which is convenient for the analysis and use of the results. Observation points don't need to be all-encompassing, and you need to see the whole leopard through "one spot".
(Author: Zhejiang Xiangshan Dancheng No.2 Middle School)