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随着有效教学研究的日益深入,课堂观察逐渐成为教学研究的关键词。教师记录了课堂信息后,经常会发出“这些信息说明什么问题”的疑惑,如果教师不能从这些信息中获得改进实践的启示,那么观察表再完美,观察过程再完善,都不能发挥课堂观察的作用。也就是说,运用课堂观察技术,就是要通过剖析课堂现象及其意义,体现观察对教学行为的建构性价值,体现理念指引下的行动创新。如何体现课堂观察的实效?如何诠释观察信息?这是当前课堂观察实践中亟待解决的难题。
With the deepening of effective teaching and research, classroom observation has gradually become the key word of teaching and research. After teachers record the classroom information, they often send out the question “What is the problem with these information?” If the teacher can not obtain the enlightenment from these information to improve practice, then the observation table is perfect and the observation process is perfect and can not play class Observe the role. In other words, the use of classroom observation technology, is through the analysis of the phenomenon of the classroom and its significance, reflecting the constructive value of the observation of teaching behavior, reflecting the concept of action under the guidance of innovation. How to reflect the actual effect of classroom observation? How to interpret the observation information? This is the current classroom observation of practical problems to be solved.