A Comparative Study On Section Diagnosis During Class Teaching And LICC Mode Of Classroom Observation

Classroom observation,as a normal teaching discussion activity in primary and secondary schools,is not only an important way to improve classroom teaching,but also of great significance to improve teachers' teaching quality.This paper selects two typical classroom observation modes: LICC mode and section diagnosis.Through comparison in many aspects,it rationally analyzes the similarities and differences between the two modes,and thinks about the components in each mode that are most helpful for the efficient listening and evaluation of lessons,so as to provide support for the professional development of classroom observation mode.The main research object of this paper is the primary and secondary school classroom observation mode.Firstly,this paper uses the method of literature to interpret the LICC mode of classroom observation and the section diagnosis during classroom teaching.Combined with the application examples of the two modes,it explains the connotation,research subject,object,observation procedure and other core elements of the LICC mode and the section diagnosis of classroom teaching in detail,and comprehensively and systematically interprets the two modes.Secondly,the theoretical basis,value orientation,nature and characteristics,operating procedures,observation points,implementation principles and supporting systems of the two models are compared through comparative research method.The similarities and differences of the constituent elements are deeply analyzed.The comparison of practical effects is made by combining classroom observation and interviews.It is found through comparison that the two models are scientifically constructed based on theory,jumping from the sub-orientation of traditional evaluation to the orientation of diagnosis and research,providing a standardized operating process and a clear observation framework and implementation principles,ensuring that the observation is complete,evidence-based and enhancing the professionalism of classroom observation.Although there is still room for improvement in these elements,the exploration of the two models towards specialization undoubtedly provides some enlightenment for the construction of the following classroom observation model.Finally,based on the current situation of the exploration of the two classroom observation modes,this study looks forward to the development trend of the classroom observation mode.The key to the outlook of the classroom model lies in the following aspects: first,to interpret the classroom in a quantitative and qualitative way,to fully understand the teaching with emphasis on analysis,to enhance the effectiveness of classroom research,and finally to realize the professional development of listening and evaluation classes;Second,we should explore classroom observation that integrates academic and school-based research,focus on the operability and effectiveness of observation mode based on science,and conform to the value pursuit of school-based practice.Third,the development of the model itself cannot be separated from the support of the opening field,primary and secondary schools should provide guarantee for classroom observation and give use the power of administration to lead classroom observation.Give Financial support to Perfect Hard Guarantee of Classroom Observation;Creating teaching and research culture to promote classroom observation.Comprehensive school field in the administrative,financial,cultural and other multiple forces to promote the implementation of classroom observation,deepening,popularization,so that the school field to become a source of nourishing the development of classroom observation.