| Classroom is the teacher’s professional presence,without the real classroom,the teacher’s professional growth will lose the practice soil.In the field of physical education,due to the differentiation of special fields,experts in one special field may be novices in front of another special field.It is not easy to clearly distinguish expert teachers from novice teachers,and the professional development of physical education teachers is more complex.In the face of different students,in the face of different sports,the expert physical education teachers may not be stable performance.Therefore,it is very important for teachers to learn from each other in professional development,and observation of peers’ classroom becomes an effective and important approach.However,observation without purpose,subjective and random observation,and observation without focus can only obtain perceptual knowledge for teachers,and cannot provide empirical basis for classroom teaching improvement.Based on literature review,field visit,interview,expert evaluation,and discussion,this study constructed the indicators and the degree of consideration of teachers and students in different dimensions for the identification and solution of physical education classroom problems.And draw the following conclusions:(1)The novice teacher should take the initiative to identify and solve classroom problems in order to link professional development.Newbie teachers should identify preset problems in class and preset the methods for correcting mistakes in advance so as to reduce the occurrence of improper behaviors.(2)To identify and solve problems covering the students practice ability,the students learn to identify and solve problems in learning,students’ errors,students receive feedback,the problem of the nature of the attitude of the students is error correction five dimensions and the principle of teachers to identify and solve problems,principles,timing,to identify and solve problems in subject,method,scope of the faculty to identify and solve problems,behavior seven dimensions.(3)How teachers carry out professional development needs strong data support to ensure that professional development is real and effective.The observation scale of problem identification and solution for PE teachers in primary and secondary schools,focusing on the identification and solution of classroom problems,provides an operable and feasible path for the improvement of the teaching quality of PE teachers and the learning quality of students.Case study provides the necessary scaffolding for teachers’ professional development with specific case observation and analysis tools.Accordingly,the following recommendations are made:(1)Newbie teachers should take the initiative to identify and solve classroom problems in advance,so as to link professional development.Newbie teachers should identify preset problems in class and preset the methods of making mistakes and correcting in advance so as to reduce the occurrence of improper behaviors.(2)Teachers select appropriate classroom observation dimensions according to their own classroom observation purposes to focus on professional development.Primary and middle school physical education teachers should consciously compare the characteristics of expert physical education teachers,enhance their own awareness of problems,actively participate in the study of lesson examples,consciously observe the class of others,looking for different ways to solve problems.(3)Only when teachers use the observation tools in this study can they further deepen their professional development through discussion.Different types of problems should be explored for different dimensions of the observation tool. |
