The Research On The Development Of Teaching Ability Of Primary School Beginning Teachers Based On Classroom Observation

With the deepening of the new curriculum reform, teachers’ professional development is more and more attention. To improve the teaching ability of teachers is the key competence of teachers in teaching work. Especially for primary school teachers, improve teaching ability has become a professional development priority among priorities.However, in reality, to improve the teaching ability of primary school teachers is relatively slow.Listen to the traditional long term as to enhance the teaching ability of teachers by means of teaching evaluation, but in recent years, the traditional class evaluation is simple, blind drawbacks gradually revealed.With the development of education research, in recent years, the extensive use of various primary and secondary schools are more professional and scientific classroom observation research methods,Classroom observation LICC model is widely used for reference, the classroom observation of this paper also mainly use the LICC model.Based on the requirements of the new curriculum reform and the previous research results,I think elementary school beginning teachers teaching ability should include teaching of teaching design ability, teaching in the teaching ability, teaching reflection and reconstruction ability three aspects.To observe the effect of LICC model on primary school classroom paradigm of beginning teachers’ teaching ability is mainly embodied in the three aspects.The newly appointed teachers in S primary school in Chongqing Nan an have been chosen as the interviewees for this study, those teachers will be investigated in teaching ability, in-class observation cases. Those investigations revealed that there is still problems about the teaching ability of the new teachers in S primary school in many aspects. In teaching design, there are shortages in fully understanding of the ability of students, restructure the teaching material. In the process of teaching implementing, those teachers drawbacks are: effectiveness of tutoring, class management. Those new teachers also lack of the ability to rewind and reconstruction their teaching method. Although, the teaching ability improvement of the new teachers are affected by many elements. Mainly the following, the new teachers have limited professional skills before their career, trainings for the new teachers are not sufficient, and the traditional in-class evaluation system.Based on the traditional evaluation class disadvantages this reason of, according to the classroom observation LICC do primary school beginning teachers teaching ability promotion.In this paper, the connotation of classroom observation is defined, and the following interpretation of the LICC paradigm is carried out as follows: 1 classroom observation framework; 2 classroom observation basic process.In this paper, S primary school using classroom observation LICC paradigm to introduce, according to the preliminary questionnaire of elementary school beginning teachers teaching ability is missing part has carried on the research of classroom observation.Through the case analysis shows that the classroom observation of former elementary school beginning teachers teaching design ability improved.Teachers can better grasp the teaching material and students, accurately set goals, flexible choice of teaching methods.Classroom observation can also help promote beginning teachers teaching ability.Beginning teachers classroom organization management ability more orderly, and guide the feedback ability is more effective, more accurate succinct language expression ability.Classroom observation also prompted some reconstruction ability, it also attributes to collect data analysis ability improved, self-reflection rebuilding teaching ability obvious progress.According to the case analysis, the author analyzed the classroom observation, to promote the development of primary school beginning teachers teaching ability are mainly the following aspects: provides the system framework, build the scientific course view, teaching view, students view; Based on the cooperation of observation, mix, grow together; Wake up within the professional development needs, and promote the development of teaching reflection; "Observation, feedback, adjust the" evidence-based approach, to improve teachers’ ability. The author illustrated further investigation and study to carry out the limitations of classroom observation and proposes the rationalization of the correction strategy.