Research On The Strategies Of Listening And Evaluating Classes Of Junior High School Mathematics Based On The LICC Paradigm

Listening to and assessing classes is the main way for teachers to exchange opinions and discuss about teaching.It is an important way for the professional development of teachers and it is a daily professional work that takes up most of the time of teaching and research.However,listening to the evaluation class has many problems in the actual development of young teachers.They are not very clear about how to listen to the lessons of excellent teachers.At present,some scholars and teachers have devoted themselves to the related research of the evaluation class.The classroom observation LICC(The abbreviation of Learning?Instruction?Curriculum?Culture)classroom observation Paradigm is put forward by Professor Cui Yunhuo,which is based on the symptom “There is no cooperation in class,no basis for class evaluation and no researches in listening to and assessing classes.This new classroom observation mode has provided a systematic and comprehensive theoretical framework system,which makes the process of observation and evaluation rule-based and evidence-based.This study focuses on the following three questions: What is the current status of junior high school mathematics teachers listening to evaluation courses? What is the difference between the listening course based on the LICC paradigm and the general listening class mode in the junior high school math class? What is the strategy of young teachers applying the LICC paradigm to the junior high school mathematics classroom listening class?The author selected junior high school mathematics teachers in Shanghai as the research object,conducted questionnaire surveys and interviews to understand the current situation of mathematics listening and evaluation courses,and compared the differences between the listening courses based on the LICC paradigm and the general listening courses.The practical application part focuses on combining the core literacy of mathematics with the observation points of the LICC paradigm classroom observation,creating a new scale and applying it to the actual mathematics classroom.In the end,the author concludes the following strategies about listening to and assessing classes among junior high school mathematics teachers based on the LICC paradigm:The first is to consolidate the professional knowledge and skills of junior high school mathematics teachers.It is the most essential strategy to promote the professional development of teachers by ensuring that their own disciplined professional knowledge and skills can flexibly use the LICC paradigm classroom observation mode.The second is to construct a reasonable framework for the observation and evaluation of junior high school mathematics classrooms.Each subject has its own subject characteristics,so we need to combine the characteristics of the subject content of mathematics and Mathematics Core Literacy based on the LICC paradigm,which is aimed to construct a reasonable framework system about junior high school mathematics listening to and evaluating classes for promoting the current mathematics classroom observation more and more professional and scientific.The third is the appropriate combination of quantitative research and qualitative research.Conducting educational research based on evidence can improve the scientific nature of researches.Too much quantification of research without characteristics of subjects will make the scale stay at the general technical level,so quantitative research should be combined with qualitative research according to the situation.