Research On The Status Que Of Classroom Observation Of High School Physics Teachers

Classroom observation is an important teaching and research activity in the field of basic education,which has a unique experience and a local concept of fine tradition.Against the backdrop of higher requirements for classroom teaching quality and teachers’ professional quality in the new era,teachers need professional ability for classroom observation.Therefore,this study conducted an investigation and analysis on the status quo of the classroom observation of high school physics teachers and provided corresponding suggestions for the existing problems.This study takes evaluation theory and teacher professional development theory as the theoretical basis,documentary method,interview method and questionnaire method as the research methods.Based on literature review,the core concepts of classroom observation and the classroom observation of physics are defined.The institutional requirements for classroom observation are discussed.The basic principles of scientific,operable,interactive,authentic,generative and selective classroom observation is put forward;The basic process of classroom observation is divided into preparation activities,observation activities and evaluation activities.This paper deconstructs classroom observation from three perspectives: research orientation,participant relationship and connotation orientation,and reconstructs it into applicable type,human-oriented type and assessment type.From three dimensions of teaching activities,subject essence and teaching environment,the observation dimension table of the physics classroom observation is established.The above is the natural state of high school physics classroom observation.This study constructed an observation framework,formulated an interview outline and compiled a questionnaire to investigate the actual status of high school physics teachers’ classroom observation,and obtained the current status quo of the classroom observation of high school physics teachers.By comparing the status,problems were identified and attribution analysis was carried out.On this basis,suggestions on improving the quality of the classroom observation of high school physics teachers were given.The main conclusions of this study are as follows:1.The main status quo of the classroom observation of high school physics teachers:(1)Teachers at different growth stages have different understandings of classroom observation;(2)High school physics teachers generally have a high degree of recognition of classroom observation;(3)The classroom observation of most teachers is based on experience.2.Problems existing in high school physics teachers’ classroom observation:(1)Some teachers passively participate in classroom observation;(2)Some teachers participate in classroom observation,eager for quick success and instant benefits(3)Some teachers lack the theoretical knowledge related to classroom observation.3.Suggestions for improving the quality of high school physics teachers’ classroom observation.From the school level:(1)Establish and improve the school classroom observation system;(2)Regularly carry out teaching and research activities of classroom observation;(3)Create a teaching and research atmosphere of daily classroom observation.From the level of teachers:(1)Correct the attitude of classroom observation and clarify the purpose of classroom observation;(2)Strengthen the theory of classroom observation,improve the understanding of classroom observation;(3)Implement the action of classroom observation and practice the theory of classroom observation;(4)Enhance the innovation of classroom observation,and promote the teaching and research of classroom observation.