A Comparative Study Of "classroom Observation" And Traditional Listening Courses

Observation and commentary on the class is one of the most direct and most effective ways and means to improve the quality of classroom teaching; effective classroom observation and comment provides the most realistic first-hand information for classroom research and education research. Nowadays, in the background of implementing the new curriculum and professional development of teachers, the research about observation and commentary on the class is booming in our country,"classroom observation", as a method widely used of classroom study, developed in recent years, but it just was a replica of common observation and commentary on the class in the eyes of many teachers. But observation and commentary on the class in the daily work of teachers did not provide strong support for teachers' professional development, this is because that traditional observation and commentary on the class rarely provides a strong clement of support teachers' professional development, while "classroom observation" has the strong potential to promote professional development of teachers."Classroom observation", as a technique, points to identify and solution of the classroom problems.Based on the development trend of teachers to the "researchers" and the actual background of the "National training program (2011)", this paper attempted to contrast the traditional observation and commentary on the class and "classroom observation". Author sorted out advantages and shortcomings of "classroom observation" compared to traditional observation and commentary on the class in the last. Author hope that this study can provide reference for that the primary and secondary teachers learn the technology of the "classroom observation" generally. This paper includes the following:Chapter1:Research questions and methods——The section explained the origin of my research, research questions, definition of observation and commentary on the class and "classroom observation", meaning and method of the research.Chapter2:Literature Review——Summary of the research results of observation and commentary on the class and "classroom observation" at home and abroad; It include the connotation of observation and commentary on the class, the elements concerned with observation and commentary on the class, the principles and methods of commentary on the class; the history of the development of the "classroom observation", the concepts, characteristics and categories of the "classroom observation", the basic steps of the "classroom observation", the important role of the "classroom observation", and so on.Chapter3:Analysis of the research process——The section includes cases studies on "classroom observation" and interview survey. Author selected two cases of classroom study which comes from the high school math classes of Capital Normal University of "National training program (2011)"--training program of key teachers of primary and secondary schools, it was "curve with the equation" of a teacher named A of the H Middle School and "power function " of a teacher named B of the Y Middle School. The teachers in the cases observed and evaluated classes by a variety of "classroom observation" methods, such as focused observation, structured observation, complied with the three steps of the "classroom observation" strictly. The teachers also evaluated classes by the method of the traditional observation and commentary on the class at the same time. In the last, author summarized the cases. Author interviewed teachers in the two cases, sorted out advantages and shortcomings of "classroom observation" compared to traditional observation and commentary on the class.Chapter4:Conclusions, recommendations and prospects.Through investigation and study, author found that "classroom observation" has many advantages compared to the traditional observation and commentary on the class. Above all,"classroom observation" can effectively promote the professional development of teachers. Secondly, it is a student-centered activity. Third, it can promote cooperation among teachers. Finally, it also is a more objective evaluation of classroom."Classroom observation" also has many shortcomings. First of all, it is good at analysis and diagnosis of partial classroom behavior, but not all of classroom behavior. Secondly, it can only observe the intuitive phenomena and behavior, the internal mechanism can not be observed. Third, it has higher requirements on professional knowledge and characteristics of teachers involved in the observed. Finally, it requires time, equipment and technology to protect.Because these factors limit teachers to participate in "classroom observation","classroom observation" can not replace traditional observation and commentary on the class. However, the author believes that In-service teachers, specifically primary and secondary school teachers, worth learning "classroom observation". It is necessary that "classroom observation" method is popularized in the primary and secondary school teachers in order to promote the development of students, teachers and schools. Even if teachers do not have the condition and energy to make systematic "classroom observation", the learning the technology of "classroom observation" can also promote the professional development of teachers. The learning process of "classroom observation" is not only to master a technology, but more importantly is the enhancement of the educational concept in-service teachers for primary and secondary schools.