Professor Chen Dawei’s main views on class observation and discussion:

1. Professor Chen Dawei’s main views on class observation and discussion

1) “Class observation and discussion” Some practical issues and reflections

1. "Observing and discussing lessons" is a kind of training activity. Compared with the familiar "listening and evaluating lessons", it has the following characteristics:

" "Listening" points to sound, and "viewing" emphasizes using multiple senses to collect classroom information. Among multiple senses, "eyes are the windows to the soul." Through the observation of eyes, in addition to language and actions, the situation and stories of the classroom, the state and spirit of teachers and students will become the objects of feeling. Class observation pursues to feel the classroom with the soul and understand the classroom.

"Evaluation" is to draw conclusions and make judgments about the quality of the class; "discussion" is not to draw conclusions, it is to raise questions and express opinions based on the classroom information collected during class observation. "Discussion" means dialogue and reflection. Class discussion seeks the improvement of classroom teaching and the development of teachers' professional quality. Class is just a platform for communication and discussion. If lesson evaluation treats teachers as objects waiting for help, lesson discussion cultivates teachers into thinkers and actors with a critical spirit and helps them achieve their own liberation.

"Class observation and discussion" is mainly applicable to daily teaching and research and teacher training activities. School is the most suitable place, and teachers are the main body and protagonist. Routineness, universality, and participation of front-line teachers are not only the main characteristics of "class observation and discussion", but also its significance and value.

2. The pursuit of “class observation and discussion”

First of all, “class observation and discussion” must establish an equal and democratic teaching and research culture. This culture needs to liberate teachers, Teachers need to be aware of their rights and the significance and value of their own practical experience. It is based on changing the traditional teaching and research culture. Teachers simply accept the views and opinions of experts and teaching researchers, and only play the role of passive executors.

Secondly, "class observation and discussion" is committed to changing teachers' life attitudes and working methods. This attitude is a proactive and participatory attitude, from acceptance to participation, from passivity to initiative, from doing it every day to constantly discovering problems, studying problems, and working hard to change. In terms of improving colleague relationships, "class observation and discussion" emphasizes openness, promotes mutual help, and strives to build an interpersonal atmosphere of mutual help in teaching and mutual care in life.

Third, "observation and discussion of lessons" is to learn the research methods of classroom teaching and improve and develop them in the research. This method is to no longer look at teaching behavior in isolation and suggest improvements to teaching behavior, but to conduct an overall study of concepts, behaviors, and effects through phenomenon observation, dialogue and discussion. In this process, teachers continue to discover themselves, constantly transform themselves, and constantly achieve themselves.

The above three are both ends and means to each other. They are a process of mutual promotion and common development. But in practice, improving classroom teaching should be given a prominent position first, because it is visible, tangible, and easy for teachers to feel. Only after feeling that it is of practical help to themselves can teachers participate in a more proactive manner, and the comprehensive benefits and goals of "class observation and discussion" can be finally realized.

3. How to "observe" during class observation

In the process of "observing and discussing classes", "observation" is the foundation. "Observing lessons and discussing lessons" draws on the idea of ??"case teaching". It can be said that "observation" is the selection of cases, and "discussion" is the discussion and analysis of the selected cases. Without "cases", "case" teaching will lose its target.

When observing a class, there are at least the following things that must be done: First, you need to observe what is happening in the classroom. The objects of observation are not only teachers, but also students. Second, I need to infer the thoughts behind the teacher’s teaching behavior (you can’t wait until the class is discussed before asking the teacher, even if you want to ask, you have to think about it first), and I need to judge whether the teacher’s teaching behavior has achieved the expected results. , you need to think about what kind of connection there is between effect and behavior. Third, think about: What would I do if I came to coach? Fourth, think about: What do I need to communicate during the discussion? If someone lets you watch his class and you have thought and made progress, of course you should be grateful, but the way to express gratitude is not to say it with words, but to take action - to sincerely exchange opinions that are valuable and helpful to the other person. , help each other grow and progress.

It should be noted that the above four points are only "observation" tasks for ordinary class observers. If you are an organizer, there is a fifth task: thinking about how to conduct discussions, how to organize discussions, and how to generate valuable topics.

4. Preparation and generation of the theme of "class observation and discussion"

"Class observation and discussion" is the "discussion" of certain issues and phenomena in classroom teaching. In this way, selecting and determining the topic of "discussion" is a problem that needs to be studied. Is it better to determine the topic in advance before teaching, or to discover and generate questions during class observation? Definitely, it needs to be balanced. But how exactly does it work?

The first thing is to make a reservation. Discussing a lesson is not about grading or commenting on the lesson. "Observing a lesson and discussing a lesson" does not have to be exhaustive, but must be focused. This focus should be agreed upon before class. In this way, everyone has a good idea, and the "observation" and "discussion" can be studied and prepared in advance. During the class observation process, everyone can make a choice and observe carefully what should be observed.

In order to prevent the predetermined questions and phenomena from being missed during classroom observation, the predetermined themes must have a certain universality. For example, pay attention to the relationship between teachers and students, pay attention to inspiration and questions, pay attention to teaching ideas and clues, etc. These are all things that everyone will encounter, and they will definitely appear in the classroom.

The second question is after determining the topic, from what aspects will we observe and discuss? It must be admitted that "class observation and discussion" only provides a way to improve classroom teaching and promote teachers' professional development. This method and approach has its own characteristics and advantages compared with the current lesson evaluation, but the use of this method The effect depends on the level of the user. For example, people used to only use pencils, but now there is a brush tool. Although they are taught how to sharpen ink and how to hold and use a pen, if you want to become a painter or calligrapher, you have to rely entirely on yourself. effort. What I want to say is that observing problems in teachers' classroom teaching, finding angles of observation, and finding methods for discussion and solutions are indeed not something that can be accomplished overnight.

Let’s talk about whether it is necessary to generate it. Of course, this generation is not only due to the uncertainty and fluidity in the development and changes of classroom teaching, but also because each class observer’s understanding and knowledge of teaching and his or her own development needs are very different. Therefore, generation should be recognized, teachers should be encouraged to observe the classroom with their own eyes, study the classroom, and share their understanding of classroom teaching with everyone through dialogue and communication. Of course, it is best for this process not to be a simple transfer, but to become a sharing process of mutual inspiration and improvement.

Generally speaking, it is more difficult to find problems than to solve them, so generating problems is a test for teachers’ ability to “observe and discuss lessons”. To solve this problem, we still need to study, accumulate, improve comprehensive literacy, and "cultivate a pair of eyes to observe classes" in the long-term practice of "observing classes and discussing classes".

5. The composition of personnel in "class observation and discussion"

As for the personnel composition of "class observation and discussion", some friends suggested such a structure: "experts + leaders" +Parents+Teachers+Students”. These people all influence and change the teacher's teaching to a greater or lesser extent. If these people understand teaching and have time, of course it will be great. However, I think teachers today are already under a lot of pressure from work, study and life, and they don’t have enough time. Of course, "class observation and discussion" must pursue quality, but this pursuit must be implemented while minimizing cumbersome procedures and cannot make organizers and participants find it too difficult. Only then can it be promoted and applied. Therefore, when conditions do not allow, these personnel need to be streamlined.

2) Effective discussion and dedication to understanding teaching

1. Effective discussion is based on equal dialogue

The essence of discussion is that participants engage in dialogue and exchange around the teaching information in the classroom, understand each other through dialogue, understand teaching, and explore various possibilities for teaching practice. Effective discussion focuses on participation, eliciting dialogue and exchanges among participants, and promoting participants' ideas during participation.

Effective discussion requires the basis of equal communication. We believe that teaching activities are infinitely rich and selective. In the face of complex classroom teaching activities, we must all have the attitude that "we may not understand others", "we may not be right", and "even if we are right, the correct method is Not necessarily a "kind of" humility. Because you may not understand the situation, you cannot simply draw conclusions. Instead, you need to ask and listen. Use periods less and more question marks. Because you may not be right, you cannot completely grasp, stipulate and restrict teaching activities logically, so you cannot impose or suppress during dialogue and communication. Because there may not be only one correct method, diversity needs to be tolerated, encouraged, and explored.

Even if you give effective teaching methods to others, you can only use non-arbitrary and non-mandatory instructions and guidance.

In the discussion process of equal exchanges, it is necessary to overcome the "young daughter-in-law mentality" of participants who passively accept judgment and criticism, be submissive, and prevent self-omission and self-deletion. We must also avoid adopting a non-cooperative attitude that is arrogant, rejecting others thousands of miles away, and is self-centered. Be confident but not closed-minded, be open-minded but not blindly obedient. In fact, when a person does not want to listen to what others have to say, others will not want to listen to him; and when he does not dare to say anything, others will not bother to talk to him. Losing the independent and equal dialogue relationship, "a half-sentence is too much to talk about".

2. Effective lesson discussion is based on discussion of teaching cases

Lesson discussion is to discuss the confusion and problems in the case and discuss solutions.

For the procedure of using teaching cases for case discussion, we have the following suggestions: First, the observing teacher describes the teaching story that contains confusion, so that the discussion is based on classroom phenomena and facts; In the second step, the observing teacher raises doubts and listens to the teacher's explanation without stating his own conclusions, giving the teacher an opportunity to state his statement, so as to better understand the teacher; in the third step, the teacher consults with the case provider Opinions allow the observers to express their thoughts; in the fourth step, participants think and discuss each other’s opinions.

3． Effective discussion requires the stance and approach of "working together" stance, thinking and expression. The "being together" in the discussion means not treating yourself as an outsider, but putting yourself in the other party's shoes, empathizing with the other party, and understanding the other party. "Working together" means treating the teachers' problems as their own problems, studying and solving problems together, and making progress together in solving problems.

In order to achieve the pursuit and goal of "working together", the following discourse structure can be used in the discussion: "If you come to teach..." "If I come to teach..."

"If you come to teach..." It not only requires participants to respect each other's situation and conditions, but also requires that participants must provide a reward after observing the teacher's ideas and techniques. And "If I teach..." expresses the participant's willingness to provide such a reward.

"If you come to teach..." stipulates the participation method of teachers who observe and discuss classes "with their peers": the phenomena in the classroom cannot be regarded as the shortcomings and deficiencies of the teacher, but As participants, you need to face confusion and problems together; lecturers cannot stay out of the matter, but must think about problems from a practical and operational perspective, not only asking questions, but also thinking about how to solve problems. It proposes and explores new possibilities based on existing practices, giving participants the opportunity to understand and choose ideas and methods that are more suitable for them among multiple possibilities.

"If you come to teach..." also gives all participants an equal right to question. In such a discourse structure, no one's opinion has the privilege of being exempted from questioning and discussion.

4. Effective discussion must be committed to promoting effective teaching

Mr. Zhong Qiquan believes: "The so-called 'effective' mainly refers to the specific progress or development achieved by students after a period of teaching by teachers." The effectiveness of teaching It depends on whether the students have learned anything or whether the students have learned well. The pursuit of effective teaching through observing and discussing lessons mainly includes the following three aspects of design and practice:

First, adhere to the ideological approach of learning and teaching. Using learning to discuss teaching means using learning to examine teaching and using learning to improve teaching. It emphasizes taking students' learning activities and status as the focus of class observation and discussion, discussing teaching methods in the way of learning, discussing the status of teaching in the status of learning, discussing the level and quality of teaching in terms of the quality of learning, and through students' learning To map and observe teachers’ teaching, and achieve effective teaching through learning and teaching.

Secondly, start with the learning effect on the route. Different from the teaching route of "teacher's educational assumptions→teaching design→teacher's teaching behavior in the classroom→student learning behavior→student learning effect", the "learning to teach" method of observing and discussing lessons adopts a reverse route: from the learning perspective Start with the effectiveness inspection and think about the learning behaviors that students should have; then think about the teaching behaviors that teachers should have from how to induce students' learning behaviors; then reflect on the rationality of the original teaching design and educational concepts, update educational concepts during reflection, and improve teaching. design.

It emphasizes that lesson discussions should focus on students' learning activities and learning status, closely follow the teaching effect, and explore effective methods to improve teaching efficiency.

Again, the method requires going to the students. "Go to the classmates" is a basic requirement for observing and discussing classes. The main function of "going to classmates" is of course to observe and understand students' learning activities. The secondary function is to help and guide students' learning, and to cooperate and help teachers in their teaching. This kind of participation is conducive to cultivating the spirit of cooperation among participants. Another way to understand students is to ask students to provide information about classroom teaching and make suggestions for improving classroom teaching.

5. Effective discussion must be devoted to discovering the relationships and possibilities in teaching

Dewey once said: "A child merely sticks his finger into a flame, which is not yet experience; when this action is connected with the pain he suffers, From now on, he knows that putting his finger into the fire means getting burned.” That is to say, just the action of “putting your hand into the fire” and the experience of “getting your hand burned by the fire” are still considered. It does not depend on experience; only on this basis, the connection between action and action results is established - thus knowing that "if you put your hand into the fire, your hand will be burned by the fire", and thus guide your future actions - you will no longer put your hand into the fire. In the fire to avoid burns - that's what counts as experience. For Dewey, experience means experiencing and making connections. Effective lesson discussion involves understanding teaching through cognitive connections, discovering possibilities, and improving teaching.

First of all, when discussing lessons, we need to understand the possible relationships between various links and elements in the teaching activities that have already occurred. Discussions are not simply about discussing behavior, but putting the values ??and educational assumptions behind the participants as objects of discussion through questioning, and establishing teachers' "educational assumptions," "teaching design," and "teaching behavior" in the dialogue. ", "the behavior of learning" and "the effect of learning", and understand the relationship between them. It focuses on teaching behavior and aims at pursuing effective teaching. In the process of reflecting on the rationality of the original teaching design and educational concepts, promoting participants to accumulate teaching experience, and improving teaching methods, the participants gradually form a summary of experience and continuous improvement. The habit of reflection.

Secondly, it is to discover new possibilities through class discussions and explore teaching innovation. The task of the discussion is not to pursue a single authoritative improvement suggestion, but to discuss and reveal more development possibilities for teaching activities and the conditions and limitations for realizing these possibilities. For example, when it comes to eating eggs, it allows participants to learn more about possible methods such as frying, frying, stir-frying, and steaming, in addition to the single traditional way of eating boiled eggs. Understanding and understanding the methods of frying, frying, stir-frying, and steaming does not mean denying the method of boiling eggs or discarding the methods of boiling eggs. It only provides some more options to meet the different characteristics of processors and adapt to the needs of different consumers. During class discussions, the discourse structure of "What else can we do?" is to explore new possibilities, while the meaning of "If I come to teach..." is: you take out your "boiled eggs", and I will tell you how to " Fried eggs”… In fact, we live in a space of possibilities, walking on multiple possible paths. The expansion of the space of life possibilities means the increase of life freedom; the process of expanding and controlling possibilities is the process of improving people's freedom ability. After teachers understand and master more possible teaching options, teachers will enjoy greater professional creative freedom and thus create a happy teacher life.