Research On Curriculum Design Of Chemistry Teacher Education Based On Classroom Observation

Teacher education is an effective way to cultivate teachers, along with the deepening of life-long education theory, the advancement of elementary education reform, teacher professional development and teacher learning needs, the integration of teacher education institutions gradually perfect, etc., constructing teacher education curriculum has become a problem to be solved. Classroom is the main place for teacher’s teaching, and the teacher is the direct participants of the classroom, researchers and frontline teachers aware of the importance of classroom observation gradually. This paper aims to construct the classroom observation curriculum under the integration of teacher education theory, to improve teacher’s understanding and comprehension about classroom, teaching, students studying and themselves, promote teachers’professional development, and promote students’ learning and growing.This paper constituted by three parts:introduction, body and conclusion.The first part (chapter1) is the introduction, through systematic analysis of the related literature about classroom observation at home and abroad, analysis showed that the classroom observation play a greater role in promoting teachers’ professional development, and the attention raised rapidly in recent years, the author on the basis of previous studies to determine the study contents, research methods and research significance.The second part (chapter2-5) is the main research content.The second chapter is defined the core concept of this research, and expounds the research’s theoretical foundation. The third chapter is a investigation about pre-service teachers’ classroom observation present situation, the author uses content analysis method analysis pre-service teachers’ classroom observation records during the educational practice, and in-depth interviews with the problems founded, the results show that the pre-service pay more attention to teacher’s teaching and curriculum property dimension, but neglect the students learning dimensions. They are lacking of awareness on classroom culture atmosphere and the complexity of classroom. Their observation points scattered, without purpose and systemic. Comments on the classroom observations are qualitative analysis, no quantitative analysis, and lacking of pedagogy theory basis that is interpreted the phenomenon of the classroom. The pre-service teachers put forward classroom observation training.In the fourth chapter, we use questionnaire to investigate teachers about the classroom observation cognition degree who are from many provinces, and then in-depth interview about their feelings, confusions after classroom observation training, exploring the in-service teachers’ acceptance of classroom observation and training requirements, founding an effective way to explore the classroom observation training.According to the survey results, and combined with the latest research results of classroom observation, we construct an integrative pre-service teachers training mode which contained "learning quality+microteaching training+video class+educational practice+observation and reflection reports’writing". New teachers’training about the observation points relies on the classroom observation method and technology of observation. Student-centered classroom observation and educational research training of in-service teachers, gradually improve teachers’ ability to observe and study in class, to raise their professional quality.The third part is the conclusion part, summarized the main content, innovation and deficiencies of this article, and pointed out the direction for future research.