Action Research On Listening And Assessing Lessons To Promote Teachers’ Professional Development ——A Case Study Of A High School Mathematics Teaching And Research Group In Y School In Chengdu

The traditional lesson listening and evaluation activities have been characterised by utilitarianism and formalism,and teachers have been less motivated to participate and less effective.In the context of the national education policy in the new era,how to effectively promote teachers’ professional development,deepen teaching reform and improve the quality of classroom teaching by improving the practice of listening and evaluating lessons is a major issue facing teacher team building and school textbook research.This thesis summarizes the research results on listening and evaluating lessons and their impact on teachers’ professional development at home and abroad,and takes the high school mathematics teaching and research group of school Y in Chengdu as an example,and precisely identifies the main problems of listening and evaluating lessons with the help of questionnaires,interviews and work analysis.The first round of action research focused on listening to and evaluating lessons by teaching and research groups,regularly organising teachers to conduct lectures,lesson observations,lecture presentations,lesson evaluations and teaching seminars,focusing on the problems of institutionalising listening and evaluating lessons and teachers’ participation;the second round of action research combined listening and evaluating lessons by grade preparation groups and teaching and research groups,emphasising the improvement of the quality of listening and evaluating lessons and the enhancement of teachers’ professionalism;the third round of action research The third round of action research uses a combination of three forms of listening and assessment activities,namely peer support,grade preparation groups and teaching and research groups,with the aim of improving the efficiency of listening and assessment activities and enhancing the quality of classroom teaching.A one-school-year action research study on listening and evaluating lessons conducted by a mathematics teaching and research group at School Y in Chengdu found that well-organised listening and evaluating activities can significantly improve the professionalism of mathematics teachers,both individually and as a group.The paper suggests strategies for using listening and assessment to promote teachers’ professional development at three levels: school,teaching and research group,and teacher.At the school level,policy leadership and institutional assurance,material security and support,value guidance and cultural creation,publicity and promotion,and the creation of special features.At the level of the teaching and research team,we will develop a reasonable programme of lesson listening and evaluation activities,build a professional learning community,provide good services and guarantees,conduct high-quality thematic training,enrich the forms of activities,innovate the modes of activities,improve the links of activities,focus on research themes,optimise research methods,and strengthen the applicability of research,etc.At the level of individual teachers,they should strengthen their ideals and beliefs,correct their attitudes towards professional development,increase their enthusiasm in listening and evaluating lessons,enrich their expertise in listening and evaluating lessons,enhance their professional competence in listening and evaluating lessons,strengthen their professional practice in listening and evaluating lessons,strengthen their professional reflection in listening and evaluating lessons,enhance their awareness of textbook research,and adhere to sustainable research.Finally,the significance and innovativeness of the study is explained,problems and limitations are reflected upon,and a reasonable outlook is given for subsequent research.