A Study On The Strategies Of Improving Classroom Observation Ability Of Pre-service Chinese Subject Teachers

With the advancement of the new curriculum reform,the professional development of the Chinese subject teachers has also been given new contents and requirements.As an important way of teacher professional development,classroom observation has gradually been accepted by Chinese scholars and front-line teachers.However,as a teacher's professional ability,classroom observation ability has not received the attention it deserves,and there are not many research results.There are fewer studies about the training of pre-service Chinese subject teachers' classroom observation ability.The reason of this is that,it is also related to the particularity of the pre-service Chinese teacher's identity,besides the lack of attention to the classroom observation ability research.On the basis of existing research,this paper attempts to investigate the current situation of the pre-service Chinese subject teachers' classroom observation ability in China,and explore the strategies of improving the pre-service Chinese subject teachers' classroom observation ability.There are five parts in this paper.The first part is the introduction,which mainly introduces the paper's research background,research questions,research status,research methods and research significance.The second part is concept clarity and connotation interpretation,defining and clarifying the two core concepts of classroom observation and pre-service Chinese subject teachers,and expounding the connotation of the pre-service Chinese subject teachers' classroom observation ability and the significance.The third part is investigation and research.This part investigates the status of the pre-service Chinese subject teachers ' classroom observation ability through content analysis and questionnaire survey,to estimate and infer the situation of the country through the analysis of survey sample data.According to the survey results,affected by many factors,pre-service Chinese subject teachers have a low level of classroom observation ability in China,and there are the phenomenon that the actual understandings of classroom observation are deviation,classroom observation attitudes and action capabilities are not matched,classroom observation knowledge reserves are severely lacking,and classroom observation environment is lacking favorable support.The fourth part is attribution analysis.This part summarizes the factors that affect the development of pre-service Chinese subject teachers' classroom observation ability from theoretical learning and practical exploration.In the theoretical study stage,it mainly focuses on the courses,special training,the Pre-service Chinese subject teachers' self-learning and other factors.In the practical exploration stage,the main focus is the factors such as the internship system,school internship environment and pre-service subject teachers' classroom observation consciousness.The fifth part is the promotion strategies research.This part mainly starts from the two aspects which are theoretical study and practical exploration,combined with the development factors,and discusses the promotion strategies of pre-service Chinese subject teachers' classroom observation ability from the four aspects of policy guidance,knowledge curriculum reform,Practice platform construction,teacher development.