[SSI Learning] 公益讲座纪要：课堂观察的设计与实施（2022-09-29）

2022年9月29日晚19:00-21:00，北京师范大学SSI-L项目团队召开“课堂观察的设计与实施”公益讲座，由北京师范大学中国基础教育质量监测协同创新中心科学提升部主任林静、北京师范大学中国基础教育质量监测协同创新中心何薇薇老师主讲，SSI-L项目团队以及北师大师生参会。两位发言人分别从不同角度展开讲解，会议主要内容纪要如下。

林静围绕课堂观察的目的与价值、课堂观察的设计要点、课堂观察的实施与反思分享了自己的观点。课堂观察的目的与价值是通过分析课堂来找准问题、反思改进，促进教学质量的提升。研究过程中课堂观察的设计要注重围绕观察问题、观察对象、观察工具与记录、观察流程设计、分析与反思、结论与改进这几个方面展开。课堂观察的研究问题围绕观察的关注点而提炼产生。观察研究的对象应根据研究问题而设定。课堂观察的工具可分为观察记录表和观察量表两大类，运用观察记录表应确定观察点进行定量和定性地记录，观察量表应有指标与要求、评价标准；观察可运用笔记本、录音笔、录像机等及时记录。教师设计观察流程时要重点考虑观察者的位置、进程安排、团队分工合作、突发应急方案等问题。课堂观察数据分析可运用定性和定量的方法。还要考虑课堂观察的结果报告与交流的形式，例如会议报告、论文发表、教学评价、案例发表、教科研立项等来设计课程观察方案。课堂观察的实施难点在于从行为视角、思维视角对研究问题进行定量、定性的分析。教师反思课堂观察时着重再审视分析视角的合理性，定性或定量分析观察的信度和效度；而这一些都涉及并锻炼发展观察者的教育理念、教学理论、科研素养等。

何薇薇围绕具体的课堂观察案例分享了基于视频的课堂观察与分析。何薇薇强调了视频数据收集时拍摄角度的重要性，拍摄时不要随意移动和缩放视频，拍摄时应尽可能拍摄到互动的双方。关于视频数据的分析问题，何薇薇首先从活动设计层面分析了教学主题——生态系统稳定性。此案例启示教师可从以下三个方面划分课堂活动：教学板块、主题单元、师生参与结构，进而从主题单元中识别出课堂上发生的科学实践，寻找教学过程中的亮点。主题单元记录每个教学板块例如“全班讨论”中学生的行为和操作、获得的知识，师生参与结构是指教师和学生是一对一还是一对多等。何薇薇又从教师话语层面分析了该教学主题中的某一片段，从活动设计层面、教师话语层面、学生话语层面分析了生态系统中能量循环的概念理解。何薇薇指出，分析课堂话语时教师应从局外人视角留意特殊的话语，在整个教学过程中，教师身为“局内人”将对整个教学过程习以为常，难以做出合适的分析，教师应从局外人的视角、与其他教师一起分析课堂话语。

教师们讨论了此次讲座的内容，林静回应了与会者的提问。希望各位教师将课堂观察作为有信效度的研究手段，提高教学能力、提升教学质量，促进学生发展。期待北师大的各位同学后续能与SSI-L团队多多合作交流，共同努力，开展富有成效的课堂教学研究。

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On the evening of September 29, 2022, from 19:00 to 21:00, the SSI-L project team of Beijing Normal University held a public lecture on the design and implementation of class observation. Lin Jing, director of Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, and He Weiwei from the Center gave their public talks. The SSI-L project team, teachers and students from Beijing Normal University attended the meeting. The two speakers gave presentations from different perspectives. The following is the lecture minutes.

Lin Jing shared her views on class observation: the purpose and value, key points of design, and implementation and reflection. The purpose and value of class observation is to identify problems, make reflections and improvements by examining the class, and contribute to the increase of teaching quality. In the research process, class observation design should focus on problems observation, subjects under observation, tools and records for observation, and process design, analysis and reflection, conclusion and improvement. The research questions should be refined around major concerns of observation. The subject under observation and research should be designed in accordance with the research questions. The tools for class observation can be divided into two categories: observation record sheets and observation scales. The use of record sheets should identify observation points and make records of quantitative and qualitative data. Observation scales should contain indicators, requirements, and evaluation standards. Notebooks, voice recorders, videocassette recorders, and others can be used for timely record in observation. When designing the observation process, teachers should take into account of the observer’s position, process arrangement, division of teamwork and cooperation, and emergency response plans. Class observation data analysis can use both qualitative and quantitative methods. The form of results presentation and exchange should also be considered in the design for class observation that includes conference presentations, paper publications, teaching evaluations, teaching case publications, teaching research projects, etc. The difficulty of class observation implementation lies in the quantitative and qualitative analysis of research questions from the perspective of behavior and thinking. When reflecting on class observation, teachers should focus on re-examining the rationality of analysis perspectives, and the reliability and validity of qualitative or quantitative analysis and observation. All of these involve, train, and develop the observer’s idea of education, teaching theory, and scientific research literacy.

He Weiwei shared video-based class observation and analysis around specific cases. She emphasized the importance of the shooting angle when collecting video data. It’s better not to randomly move or zoom in or out the video, but best to capture the two parties in interaction during shooting. Regarding issues of video data analysis, He first analyzed the teaching theme — ecosystem stability, from the perspective of activity design. This teaching case suggests that teachers can categorize class activities from three aspects: teaching modules, thematic units, and teacher-student participation structure. Then they can identify the scientific practice that occurs in class based on thematic units, and find out the highlights in teaching process. The thematic unit records each teaching module, such as students’ behavior and operations in “class discussion”, and the knowledge students have acquired. Teacher-student participation structure refers to one-on-one or one-on-multiple relationship between teacher and students. He Weiwei also analyzed one segment of the teaching theme from the aspect of teacher’s discourse, and the conceptual understanding of the energy cycle in the ecosystem from aspects of activity design, teacher’s discourse, and student’s discourse. She pointed out that when analyzing class discourse, teachers should pay attention to the special discourses as an outsider. Throughout the teaching process, it’s difficult to make proper analysis when teachers get accustomed to the entire teaching process as an “insider”. Therefore, they should take the outsider’s perspective and analyze class discourses together with others.

Teachers had a discussion on the content of the lecture, and Lin Jing responded to participants’ questions. It is hoped that teachers can use class observation as a reliable and valid research method to improve their teaching ability, increase teaching quality, and promote student development. It is also expected that students of Beijing Normal University can have more cooperation and exchange with the SSI-L team, and work together to carry out fruitful classroom teaching and research in the future.