A Study Of Normal University Students' Misuse Of Classroom Observation Tools

With the continuous advancement of educational reform,academia and front-line teachers gradually realize that classroom observation is helpful to teachers' professional development.Classroom observation training for normal school students can promote them to connect their teaching theories with practice and improve the educational research ability.In this paper,the author will select a provincial university in Fujian province 2017 grade primary education undergraduate classroom observation record text as the research object.By establishing the theoretical framework of classroom observation tool evaluation and using content analysis method.The author will make a detailed analysis of the classroom observation tool used by normal students,and finds that there are some problems in the classroom observation tool used by normal students,such as observation point can not be observed,recorded and explained that based on the three dimensions of observation point,observation tool,observation result and inference.;Observation tools are inconsistent with the purpose of observation,lack of rigorous logic and are not easy for observers to use;the inferences after observation are not based on the evidence collected by using tools,and the inferences are inconsistent with the research objectives,which reduces the effectiveness of classroom observation.In view of various types of problems,this paper will extracts the corresponding typical cases from the classroom observation report of normal school students,and makes a more detailed analysis and explanation of these problems.Then,it will put forward some suggestions for normal school students in classroom observation,hoping them to make a comprehensive consideration from three aspects: determining research problems and observation points,selecting or developing tools,and making inferences.First of all,it is suggested that normal students should follow the idea of " from field to problem,from problem to observation",and then use the classroom observation framework to determine the observation points that according to the quality of the observation points and their own needs.Secondly,normal students can set up observation indicators from the explicit information in the classroom,think about the framework of solving problems from the perspective of teaching methods,and consider the directivity,rationality and feasibility ofthe tools,so as to develop more scientific classroom observation tools.Finally,normal students should make inferences based on the evidence collected by tools and have a comprehensive grasp from part to whole,in order to make a corollary consistent with the research objectives.