Research On Teachers’ Classroom Observation Ability Structure

Classroom is the main position for teachers’ professional development.Classroom observation is an effective method for teachers to teach and research.Training teachers’ classroom observation ability can promote teachers teachingability, research ability, help the teacher from dedicated knowledge transfer to theresearchers, make the teacher from the research object to research subject, enhanceteachers’ professional characteristics, change the way of teaching and research.The purpose of my study is：first, through analyzing obtained documents, theinvestigator put forward the constituent elements of teachers classroom observationability structure; second, work out the questionnaire, use the experimental researchto verify and adjust the framework of teachers classroom observation abilitystructure; at last, according to the teachers classroom observation ability structureframework, put forward feasible suggestions of cultivating the ability of teachersclassroom observation.This study is divided into five chapters.In chapter one, the investigator pointed out the meaning of doing a researchabout teachers classroom observation ability structure for teachers’ professionaldevelopment. Then, the investigator defined the concepts including ability, classroomobservation, classroom observation ability and other related concepts throughreviewing literature research about them.In chapter two, the investigator conceived the framework of teachers classroomobservation ability structure on theory by deeply analyzing the classroomobservation ability. The investigator thought teachers’ classroom observation abilityis a Multi-level factors system, which consists of general ability and special ability.The general ability of the teachers classroom observation is a key factor that canmake a direct impact on classroom observation activities and classroom observationtasks, which can be completed as expected or not. General ability is the basic abilityfor teachers’ classroom observation and problem-solving, and it plays a supportingrole for the exertion of special ability. And initially the teachers classroom observation structural elements proposed including: knowledge learning ability,problem-oriented capabilities, design capabilities, the capability of operation andimplementation, logical thinking ability and communication abilities. And then, eachdimension within the framework are defined, the investigator sort out the specificitems and prepare the formal questionnaire.In chapter three, the investigator carried out empirical research by thequestionnaire of《the teachers classroom observation ability of components》to testand verify the teachers classroom observation ability structure model, and use theSPSS software to analyze the investigation result including item analysis andexploratory factor analysis, and investigate the reliability and validity of the self-madequestionnaire.This chapter is eventually focused on getting the elementary of teachersclassroom observation ability through the factor analysis. it involved knowledgelearning ability, ability to orientating observation point, ability to acknowledge theobservation tools, ability to select and formulate observe tools, informationcomprehension and expression ability. Upon examination, the questionnaire hasgood reliability and validity.In chapter four, the investigator wanted to reflect and revise the structure ofteachers’ classroom observation ability. This chapter mainly based on the results ofthe questionnaire’s scientific statistical analysis, classify the items according to thecorresponding item of semantics, and then rename the constituent elements andultimately determine the constituent elements the teachers classroom observationability structure.In chapter five, the investigator wanted to put forward related suggestions forPre-service teacher training and teachers continuing education, according to theresult of the teachers classroom observation ability structure. The pre-serviceteacher training should begin from the project of cultivating students, plancurriculum design and education practice. On-the-job education, the cultivation ofthe teachers’ classroom observation ability should be carried on from top to bottom,from schools, classrooms, personal three levels, to make it become an important pursuit for teachers’ education scientific research.