Practical Research On The Analysis Of Senior Middle School Geography Lessons Based On Classroom Observation

Recently,the promulgation of a series of documents,such as the Opinions of the CPC Central Committee and the State Council on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era and the Action Plan for Revitalizing Teacher Education(2018-2022),sets higher requirements for teacher team construction.How to promote the professional development of geography teachers quickly and effectively has aroused a hot discussion in the field of geography education.Based on this,this study selects five lesson videos about the content of "cycle of nature",which belongs to the 1st part of the Third Chapter in the 1st Book of Senior High School Geography,from the ministerial level of “One Teacher,One Excellent Course” on the National Education Resources Public Service Platform,and makes a quantitative analysis and qualitative analysis from the teaching behavior and classroom culture of high school geography teacher's aiming at enabling teachers in the front line of high school geography to reflect on their teaching,and promote their professional development.First,on the basis of reading a large number of documents,the core concepts such as lesson analysis,teacher teaching behavior,and classroom culture are defined,and the domestic and foreign research progress of lesson example research and video analysis is sorted out.Secondly,based on the TIMSS video information analysis mode and the classroom observation LICC mode,and drawing on related observation scales,an observation scale with two dimensions,five perspectives,and nine observation points for teacher teaching behavior and classroom culture was constructed.Third,guided by teacher-student interaction theory and developmental teaching evaluation theory,based on the observation scale of teacher teaching and classroom culture dimensions,using qualitative analysis software NVivo12,classroom observation record table,video analysis method,comparative research method,and The five lesson examples were coded,observed,and recorded to form visual data.Finally,a quantitative and qualitative analysis was performed on the formed visual data,summarized the characteristics of 5lesson examples,and put forward suggestions for improving classroom teaching by high school geography teachers.Through the practical research on five senior high school geography lesson cases,the common characteristics of the two dimensions of teacher teaching behavior and classroom culture are found.From the perspective of teachers' teaching behavior: it is found that the teaching time of high-quality geography class is generally short;the questions are mainly comprehension-based with clear orientation and various introduction methods;both the times and types of feedback and guidance are abundant,mainly encouraging feedback and inspirational one.From the perspective of classroom culture: it is found that teachers and students get along equally applying some bidirectional or multidimensional dialogue structures with a deep interaction between the two and a higher discourse power of students,thus making a higher level of discourse cognition and an active atmosphere possible;the the feature of geography is fully characterized by the integrity,diversity and interest of the situation created;the teaching activities,which emphasize the participation of students,imply the sense of innovation quite as well.Based on the above characteristics,this paper puts forward some suggestions for high school geography teachers to improve classroom teaching: updating ideas actively,setting up correct student outlook;optimizing teaching methods and increasing the interest of geography class;innovating the teaching situation,combining geography teaching with everyday life;strengthening classroom democracy,enhancing students' discourse power;specifying feedback guidance and trying some more diversified feedback.