At The Beginning Of The Geography, Teachers Used The “classroom Teaching Observation Tool” To Conduct Research On Peer-to-peer Mutual Assistance

On March 30 th,2014,the “Opinions of the Ministry of Education on Deepening Curriculum Reform to Implement the Basic Tasks of Lideshuren” was formally issued.The document gives high attention to the deepening of the curriculum reform: “The Ministry of Education will organize research and study Segment students develop a core literacy system and define the necessary qualities and key abilities that students should possess to meet the needs of lifelong development and social development.The professionalism of geography teachers is the key to whether it is possible to complete the task of nurturing students' core literacy.How to improve the professionalism of teachers? For teachers in the beginning of the year,it is a problem that requires all teachers to think about it.Classroom is the main battlefield for teachers to fight,and it is also a convenient place for observing the professional qualities of teachers.Teacher peer mutual assistance has the practicality of mutual aid content,mutual aid type Features such as diversity and flexibility of mutual assistance can effectively promote the common growth and development of teachers,especially early-stage teachers,enable the smooth implementation of work activities and timely diagnosis and correct problems in teachers' practical activities,and increase the enthusiasm for teachers' participation in teaching action research.And initiative has a catalytic effect.It is one of the effective ways to optimize the teaching and research methods of the school and improve the effectiveness of classroom teaching.As a tool to observe the classroom,the classroom observation scale quantifies the results of the classroom study and presents it to the researcher in an intuitive manner.The classroom teaching observation tool is applied to peer mutual assistance.In the action research,this action research is well-founded and concrete.Specific action steps: first step to study the tool,clear standards;second step to formulate the action plan;third step to carry out teaching practice,coaching teachers to fill in the "classroom "Teaching observation tool" for self-assessment,observation class teachers fill out the "Classroom teaching observation tool" scale;the fourth step,please listen to students to complete the"classroom learning situation questionnaire" as a classroom feedback;fifth step peer teacher combing classroom teaching problems The sixth step is to correct the teaching problem,and the seventh step is to carry out the classroom practice again,and the eighth step is to teach the teacher,the lecturer and the classmate to do anotherself-evaluation and comment on him,and the ninth step summarizes the analysis.After action research,the following conclusions can be drawn: The teaching process under the guidance of classroom teaching observation tools is divided into five teaching areas.The development of peer teachers' mutual aid learning in these five fields is different,and in some areas it has grown faster and can see significant improvements,but we can also see the “successful experience for most people” and “organizations.And to promote students' interaction and cooperation,” “Answering questions to students is not giving general comments,but answering them differently.” On observations such as the observation point,teachers at the beginning of the vocational education are not doing well although they have undergone training.In these observation points,it is necessary for the beginning and end-of-service teachers to grow through a long-term experience.This experience requires teachers to self-assess each lesson and reflect on their own advantages and disadvantages in classroom teaching.The growth experience gained is a process that others can't substitute.