Case Study on the Implementation of Classroom Observation Teaching Research Activities in Primary Schools Mathematics from Evidence-based Perspective
From evidence-based perspective,the study has taken the mathematics teaching research group of a primary school in Beijing as a case,using methods of interviews,observation and physical analysis,to discuss teachers'classroom observation teaching research activities.It is found that the classroom observation teaching research activities have typical problems of the whole process with loose organization,and complete elements with superficial contents,such as mismatched teaching research themes with teachers'actual needs,or teachers'lack of professional cooperation based on problems and evidence.The reasons for these problems include:misplaced demand for teaching research themes;less evidence awareness and weak evidence-based ability among teachers;the depressing institutional culture;and lack of the guidance of experts.The study thus recommends to optimize the process and clarify the visualization path for classroom ob-servation;investigate on the teaching research needs and improve teachers'critical and reflective abilities;establish teachers'evidence-based awareness to look for evidences;and build an evidence-based cooperation supporting system.
evidence-based teaching researchprimary school mathematicsclassroom observationteaching research activitiescase study
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