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对课堂的观察认识,有时候会出现这样的问题:听课前教师对“听”什么,“研”什么,心中无底,听课时凭着感觉走,完全是为听课而听课;教师之间的合作呈现出貌合神离的现象;听课者对教学行为观察不清、观察不深,对教学行为背后的教学策略、教学理念理解不到位,说不出教学现象背后的道理。教研活动缺少针对性和明确的主题,是教研组平时开展活动时常出现的一种现象。2010年底,我们开始尝试以“基于合作的课堂观察”为载体的教研组研修活动,明确提出在提高教研活动的参与性、针对性及有效性上,要有新的思考、新的方式并付诸行动。
On the classroom observation and understanding, sometimes there will be such a problem: before listening to the teacher “listening ” what, “research ” what, the bottomless mind, listening with the feeling when walking is entirely for listening and lecturing; The co-operation between teachers showed a phenomenon that appeared to be a perfect match; the observer did not observe the teaching behavior clearly and did not observe deeply, and did not understand the teaching strategies and teaching ideas behind the teaching behavior, and could not tell the truth behind the teaching phenomenon. The lack of targeted and clear teaching and research activities, teaching and research group is often carried out activities often appear a phenomenon. At the end of 2010, we began to try our teaching and research group activities based on “Cooperative Classroom Observation” and put forward clearly that we should have new thinking and new ways to improve the participation, pertinence and effectiveness of teaching and research activities. take actions.