Thank you for paying attention to “Yongda English”!
Class videos observation is a guidance of teaching research on teachers’ professional development, and it is also one of the important means to improve the teaching level of teachers. In this study, classroom video observation is conducted through the problems of the common characteristics of the six English teachers. The author mainly uses questionnaires, observation and interview methods, and mainly discusses teachers in observing themes, teaching behavior tracking, self -observation, experience absorption, and role understanding. Experience and gains obtained before and after five aspects. Studies have found that classroom video observations have irreplaceable characteristics and advantages compared to traditional classroom observations. I hope to help the majority of English teachers study classroom teaching and improve and improve the teaching level of teachers themselves.
Class video; observation strategy; teaching and research activities; teaching level; qualitative research
Class videos observation, as the name suggests, refers to the systematic observation, analysis and research on classroom teaching videos, in order to seek effective strategies to improve teaching. At the same time, cultivate and improve teachers’ classroom teaching and research ability to promote their professionalism develop. It is a professional activity of studying classroom teaching, and it is an effective way to develop the professional development of teachers (Zhao Weili, 2009). Class videos observation can help teachers not only see the minor and even weak teaching details, but also see the teacher’s classroom teaching development in the future. From a professional and intelligent perspective, help teachers see the inherent, essential and profound things that are often ignored. However, the current classroom observation of English teachers is often based on their original experience, and lacks due awareness and behavior judgments on some teaching issues and details. , Lack of continuous classroom observations; ignore observation of their own classroom videos; less learning excellent teachers’ video courses; observation of too much attention in the teachers themselves.
In order to solve the above problems, the author tries to rely on conventional teaching and research activities to help improve teachers’ teaching skills through multi -themed observation, tracking observation, self -observation, comparative observation, and key observation. However, the study of teachers ‘teaching skills through classroom video observation is relatively rare. Cai Jing (2006) explores the visual types of teachers’ reflection of classroom videos and factors affecting visual choices. Essence Xu Feng (2009) made a foreign language teacher through the method of watching his own classroom videos for reflection teaching, and obtained some discovery and thinking. This article focuses on the study and gains obtained by the report on the practice of “let teachers make reflective teaching through various classroom video observation strategies”. In the study, under the guarantee of the teaching and research activity mechanism, the author used the “classroom video observation” to detect its impact on the teaching level of English teachers in primary schools.
Second, research process
In this study, the questionnaire method, observation method, and interview method are used for practical research. Based on the six -line English teachers in the school where the author’s school, the average teaching age is 14 years, and the teaching effect is good. There are mainly the following steps: First, determine the perspective of observation. Vocabulary classes, dialogue classes, reading classes, review classes, and voice classes in primary school English are based on the “teacher language”, “teacher -student interaction”, “classroom management”, “classroom rhythm” and “student learning status. “The problems existing are the perspective of observation, and study in the form of a semester and one theme. Second, compile the classroom video observation table. After determining their respective research themes, for the needs of classroom video observation, I checked a large number of relevant reference materials, carefully developed the classroom video observation form that conforms to the actual classroom teaching, combined with each classroom observation practice, and then through at the teaching and research conference, through the teaching and research conference Multiple studies and discussions have modified and integrated the classroom video observation forms compiled by the teachers, and gradually improved, and finally prepared targeted, operable, convenient statistical theme video classroom observation tables. Third, a pre -class meeting. When we are conducting classroom video observations, let everyone figure out where to start research and how to study, so that every teacher can clearly understand the teaching design of teachers, including the teaching content, teaching goals, and teaching process of the lesson. Design, etc., grasp the teaching process as a whole, fully understand the teaching concepts behind their teaching design, and help the coaching teacher sort out clear teaching ideas as an important basis for observation and analysis of classroom teaching. Fourth, conduct video observation of multiple strategies. Class video observation strategies with multi -themed observation, tracking observation, self -observation, comparative observations, and focus on observation, respectively. Fifth, the entire process of the classroom video is transferred into a written record and conducting qualitative analysis. It aims to discover the specific problems existing in the teaching concept and actual teaching operation of teachers, and classify and summarize it. Sixth, conduct qualitative analysis of classroom video observation, reflect on classroom teaching and follow the problems found by the teacher to follow up.
When conducting research, the author conducted a questionnaire survey and interview with the teachers of the teaching and research group, and conducted classroom videos of six English teachers. Each person’s classroom video length was one lesson (40 minutes). , And collect teachers’ video courses, teaching plans, courseware, teaching reflection, classroom video observation form, classroom text records, etc. Two years later, the six teachers conducted questionnaires again.
We analyze these collected materials to discuss, analyze, and find teachers’ opinions and suggestions on teaching concepts and teaching design. The research also tracked and follow -up through the teaching behavior of teachers ‘classrooms, and found that teachers’ common problems in the five basic courses of primary school English in their understanding and actions are based on this. Essence
Third, research results
The results showed that the study of English teachers in our school through this study observation of the classroom has undergone obvious changes in the following five aspects.
(1) Observe the changes in the theme
Before the study, six English teachers had always had the habit of listening to class in class observation. They were not prepared for classroom observation and did not have clear observation purposes and points. When listening to the class, it is only to see and listen. I only observe it based on their own senses. The types of classroom observation tables used are not rich, and there are certain one -sidedness and one -way.
In traditional English teaching, action research is often engaged in first -line teachers, but when teachers and colleagues or experts cooperate with action research, the effect will be more obvious (Wang Qiang, 2002). In order to change the classroom observation of the original single soldiers, from the teaching isolated individualism to the professionalism of cooperation, from the individual observation to the team cooperation observation, from the evaluation of the result to the research of the heavy process. Can analyze from their own observation points. Each teacher actively participates and takes the initiative to benefit from teachers and observation teachers. Starting from the commonality of the teacher existence, it is found that the abilities of “teacher language”, “teacher -student interaction”, “classroom management”, “classroom rhythm” and “student learning status” are relatively lacking. As a result, we conduct a special observation of these five aspects. This is compared to a theme observation in the past, and it is also the most economical method of observation. With the same cost, it can benefit from the observation teachers and the observed teachers.
In the classroom video observation, each teacher who observes must combine the classroom video observation form to make a serious transcript and analysis. During the discussion, it is necessary to attract the problems found in the classroom of others, and to summarize the places that are worthy of reference, and discover the advantages of others to promote themselves. At the same time, according to the observation and listening to the coach’s self -reflection on the class examples, each teacher must imagine their next stage of teaching.
After implementing video observation, through the multi -themed classroom teaching video observation, the strength of classroom research has been enhanced. Teachers can formulate various observation forms for observation and analysis according to the need. Teachers have added class types and teaching teachers teaching before listening to the class. The style and research direction, as well as the students’ understanding, avoid the randomness of the lesson, and ensure the effectiveness of teaching and research.
(2) Changes in behavior tracking
Before the study, due to the fleeting behavior of the classroom, strong density and complexity, teachers of the teaching and research group are generally used to personal subjective judgments, and less recorded the classroom process in detail before conducting interactive discussions. Teaching details. Teachers can only discuss lessons. There is no accumulation and data records of original materials. They can only do short -term analysis. The contrast of teachers’ classroom teaching behavior is not enough. In daily teaching and research activities, it is often found that the teacher will easily make the same mistake when the teacher finds the problem in the next seminar, and it still cannot be improved well. Therefore He has repeatedly followed the same content of different classes at the same grade, invited other teachers to follow -up and observation for a period of time, and then helped them to follow -up and deep reflection on teaching behavior on the basis of classroom video observation. Method. In this way, the coaching teacher has a deeper understanding and thinking about how to take a class, so that the teacher can compare it before and after. Objective, convincing, and more valuable conclusions.
Since the research, we have the consciousness of the accumulation and classification of original data. In this way, every teacher in the teaching and research group has a record of information, which can be played back. It can be played for a long time and can be tracked and observed. It can be mobilized and compared to see what changes have occurred. It has effectively achieved continuous comparison analysis. This observation strategy is very effective for young teachers, and a teacher feels deeply. It is believed that you should pay special attention to teaching details in the classroom. “Classroom rhythm”, how to carry out effective teachers and students “classroom interaction”, etc. After several continuous follow -up and observations, their own teaching behavior has made great progress, and basically achieved the goal of classroom teaching presets. In the process of solving the problem, the level of teachers has been improved, and the professional development of teachers can be reflected. The “tracking class” is one of the important means for teachers to quickly improve teaching skills and realize professional development.
(3) Changes in self -observation
Before the study, teachers were accustomed to observing classroom teaching of others. They often ignored observing their own classroom teaching, and it was difficult to discover various problems that exist.
The process of self -reflection by teachers is the process of actively thinking about teaching phenomena, teaching problems, and solving problems. It is the process that prompt teachers to give full play to the autonomy of teaching and reflect on the master of the teacher (Yin Xiaofang, 2006). It is often easy to expose the problem in the video lesson. All the details in the class will be enlarged infinitely. Whether the teacher’s teaching state is good, whether the language is concise, and whether the classroom question is valid, etc., you can find the problem through the video control. Regularly observing your own classroom video is a more intuitive and deeper way of reflection.
In response to teachers’ lack of awareness of their own teaching and the amendments to teaching behaviors, we also adopt a monthly self -observation activity through the use of classroom teaching videos as a medium. It is divided into three aspects: pre -class research, observation and after -class reflection, and always revolves around the implementation of classroom teaching to achieve the purpose of improving classroom teaching. Before the class, teachers are mainly targeted at the shortcomings and targeted reflection found by the teachers’ own classroom teaching and video studies, such as classroom introduction, classroom questioning, classroom rhythm, teaching links, etc. Improve. Teachers are required to consciously observe their classrooms, always pay attention to the performance of students, be good at discovering various problems in students, and actively respond, learn to be good at regulating, or change existing teaching ideas, or strengthen dialing and guidance. , Formation of teaching wit. After class, teachers are required to carefully discover whether their basic skills, discipline literacy, teaching skills and art, and comprehensive quality are needed to be improved. Do a better aspect and place to be improved, and actively look for a more suitable teaching strategy.
After implementing the study of classroom video, teachers said that this research method provides the foundation for deep -level reflection teaching, and converts the classroom teaching process into a classroom record, so that teachers have a deeper understanding of their own classroom problems. The information materials and teaching processes obtained have more in -depth, objective, and targeted analysis.
Teacher B is an English teacher with more than 20 years of teaching. He said in a special classroom video self -observation and exchange activity that he had always felt good about his own classroom. There is a strong sense of shock to be improved. Since conducting this study, the teacher is more willing to spend time to observe his video and reflect on his classroom teaching. Students have learned more happily in the classroom, their performance is more positive and confident. And progress.
(4) Change of experience absorption
Before the study, teachers generally use a variety of ways to learn the concepts and practices of excellent teachers. Most of them are based on the original experience. The teaching philosophy is not innovative enough, the teaching methods are not flexible, and the response ability is poor.
As “Xue Ji” states: “Study alone without friends, then be lonely and widowed” (Qian Miao Jin, 2011). Teachers should pay special attention to “closed doors close”, limited their professional development, causing a situation of narrow vision, rigid thinking, and short -sightedness. Therefore, when we conduct video observations, we learn the courses of excellent teachers, compare the teaching methods of others, and have the invisible education theory, actively think and analyze the problems existing in their own teaching, improve our teaching behavior, speed up ourselves Professional growth. For a certain point (such as a classroom question) implementing classroom observation, we provide teachers with a comparison study from three levels: First, the school’s classroom teaching video or CD of English teachers in the country is purchased by the school. Provide unique courses, organize all teachers to watch and compare analysis, find insufficient comparison, and improve themselves in reference, thereby promoting their basic skills of teaching design to strengthen. The second is to pay attention to learning high -quality classroom videos of peers, compare the intention of classroom teaching and design intentions to reflect on the behavior in the classroom, analyze the gap between the actual process of classroom teaching and teaching design, and take a certain problem or some problems in the classroom as a deep thinking, careful research Objects, complement each other. The third is to conduct a series of teaching and research activities in the teaching and research group, find valuable courses, and use the group to observe the group. Each group combined with homemade classroom questions Observation forms adopt a focusing note record to concentrate the classroom questions, and then conduct an analysis method that combines quantitative and qualitatively. There is a clear task for each time period that you are responsible for, you need to record each question completely, and then classify all the problems of the records to complete the statistics, summary and analysis of this period.
Research on the level of teaching level of English teachers based on class video observation
We use comparative analysis, imitation, and reference to the above three levels of courses, aiming to guide teachers to be good at comparative and optimized, understand some novel teaching methods, inspire their own classroom teaching; timely promote changes in teachers ‘teaching behavior, improve the improvement of teacher teaching behaviors, improve the improvement of teachers’ teaching behaviors, improve the improvement of teachers, improve the changes in teachers, improve the teaching behavior of teachers, improve, and improve teaching level. Video classrooms observe the details of classroom teaching, speak with data, realize deep -level teaching inquiry, and observe the data of the analysis of a lesson to present the effect and quality of a lesson. By finding the reasons for the further development of teachers, and proposed effective improvement measures to comprehensively promote the effectiveness of classroom teaching.
(5) Changes in role understanding
Before the study, most of the previous classroom observations of the teaching and research group paid attention to the teacher -centered classroom teaching behavior, ignored the reactions, status, real ideas and changes in students, and lack of thinking on some deep problems.
Class observation refers to the way teachers have planned (or accidental) to observe students’ classroom performance and teaching reactions in the teaching process (Zhang Hongliang, 2010). In order to change the perspective of long -term class observation, too many concentrations are concentrated on teachers. For students’ learning status in the classroom, we lead the teacher to learn to think in other ways, and stand more from the perspective of students to examine teaching, so that the content, form, form, form, form, form, form, form, form, form, and form of teaching design Methods and means effectively consistent with the age characteristics, thinking characteristics and cognitive level of students. We mainly adopt the frequency of observation every 5 minutes, and combine the classroom interactive teaching evaluation form for observation and analysis. From the data, some details that are usually easy to ignore, so that teachers can clearly realize the existence behind the phenomenon of “lively” phenomenon. question. In response to these existing problems, teachers adjust their teaching strategies in a timely manner according to the students’ feedback information, and adopt different teaching strategies to improve the effectiveness of teaching.
Teacher C talked about his views on student class learning status. Before the experiment, he was often not rigorous in teaching design. Teaching activities were more casual. He did not think carefully about the purpose of the activity. Entality. After the experiment, teachers have a re -understanding of these issues. In the classroom, they pay more attention to the students as the main body. They especially notice to think about the problems from the perspective of students. Obviously improved.
In this study, the questionnaire method, observation method, and interview method are used to conduct in -depth research on the improvement of six English teachers in our school in the teaching level of “classroom video observation” teaching and research activities. Impact on teachers’ teaching philosophy and teaching methods. Studies have found that by effectively organizing the research of “Class Video Observation”, the teachers of the teaching and research team have a deeper and sober understanding of classroom teaching. They can see the nature of teaching through classroom phenomena. Ability has changed significantly in observing themes, behavior tracking, self -observation, experience absorption, and role understanding.
Compared with traditional classroom observations, the teaching and research activities of “classroom video observation” have the following different characteristics. First, it is fully prepared for teachers’ classroom observations, and have clear observation purposes and priorities. The ground analysis provides the foundation for deep -level reflection teaching; the third is to make classroom observations more comprehensive and pay attention to the classroom behavior of teachers and students at the same time. Evidence collection has been effectively supplemented, sorted, and statistics on the evidence, which reduces the deviation of personal understanding; fifth is to make research more systematic. Teachers can accumulate and record the original data of classroom teaching and video, which can be mobilized at any time. Make comparison and follow -up observations to understand the changes in teachers’ classroom teaching.
In general, the study of classroom video observation has changed the traditional form of teaching and research, effectively promoting the construction of the teaching and research system, implementing typical driving, emphasizing the interaction of teachers, promoting the professional growth of each teacher through the new form of teaching and research, thereby improving the teachers’ teachers The teaching ability of the team has realized the transformation from an empirical to a research teacher, and found an effective way to improve the teaching level of teachers.
Carrying out classroom video observation research is an effective method and technology to improve the teaching level of teachers. Any research method has its limitations, and the classroom video observation method is no exception. This study has only conducted practice and preliminary discussions on the teaching of primary school English classrooms. Due to the high requirements of using the video observation method, the limitations of the video observation method in primary school English education and teaching should be The selected case is targeted. Only in the process of video observation, strengthen analysis and research, carefully write cases that are suitable for teachers’ classroom teaching levels for the “recent development zone” of teachers, and implement the new curriculum reform concept in actual classroom teaching, continuously improve and innovate classroom observation Methods, give full play to its advantages and achieve good research results. Based on the existing research, this study tries to explore the effective classroom video observation research methods that are suitable for English teachers used in primary schools, but there are many specific issues to be discussed. This is also the direction of our next step.
 Cai Jing. Teaching reflection based on classroom video -Application of perspective teaching video in teachers’ training [J]. Journal of Guangdong University of Foreign Studies, 2006 (4).
 Qian Miao Jin. Book of Rites · Study Joir [M]. Hangzhou: Zhejiang Ancient Books Publishing House, 2011.
 Wang Jianxin. “Classroom Observation” improves the study of scientific teaching level in junior high school [D]. Yanji: Yanbian University, 2010.
 Wang Qiang. English Teacher Action Research [M]. Beijing: Foreign Language Teaching and Research Press, 2002.
 Xu Feng. Watch yourself to refuge -to watch your classroom video and improve the level of English teaching levels [J]. English teaching and research in primary and secondary schools, 2009 (8).
 Yin Xiaofang. Thinking about reflective foreign language teachers ［j]. Journal of Anhui University of Technology (Social Science Edition), 2006 (3).
 Zhang Hongliang. Teacher Professional Development Guide [M]. Tianjin: Tianjin Education Press, 2010.
 Zhao Weili. Classroom teaching video research: a new classroom observation strategy [D]. Jining: Qufu Normal University, 2009.
Practice Research Based on Classroom Video Observation to Improve Primary School English Teachers ’Teaching Level
Video classroom observation is a kind of promoting teachers’ professional development. The research is based on the common problems of six English teachers’ classroom video observation. The author mainly adopts questionnaire, observation and interview to observe the classroom. This paper mainly discusses the topic of observation, teaching behavior tracking, self observation, experience and so on. It is found that the classroom video observation has irreplaceable characteristics and advantages compared with the traditional classroom observation. It will help English teachers study classroom teaching to improve their teaching level.
Class Video; Observation Strategy; Teaching and Research Activity; Teaching Level; Qualitative Research
(This article was first published in “Research on Basic Education Foreign Language Teaching Research” 2015)