Have you had a physical examination for teaching?

What do you do,

Who understands the importance of data,

Who will make good use of data at work,

You are more likely to succeed.

~ Wu Jun ~

Physical examination is an important thing that almost every modern person must do regularly. It is often heard that some people feel healthy, and only after a physical examination do they find that something bad has grown in their bodies, and only when they get the medical report do they find that it is full of blood. Physical examination is to use accurate tools to obtain various data of physical fitness, and use these data to detect health status, so as to carry out in-depth detection when problems are found, or to further implement appropriate medical measures to remove lesions and restore health.

What about teaching? As a teacher, do you know why students' academic performance is always not up? Are there any problems in teaching? Should we also give the teaching a physical examination to see if the classroom is healthy?

Informatization makes teaching physical examination possible.

In the traditional teaching era, or information-based teaching only uses electronic whiteboard or touch integrated machine with courseware, the complete classroom teaching process can not be saved. At most, there are only records of teachers operating computers, but there is no data of students' participation, which is a very important part of the classroom. When teaching informatization enters the situation of two-way interaction between teachers and students, students participate in the classroom with digital equipment, and learning data can be recorded and saved.

Information-based teaching transforms every click of running teaching software, every answer of students' feedback questions, and every homework or exercise produced in class into data and saves it, thus constructing classroom records, from which teachers' "teaching behavior" can be observed and analyzed. For example, the following short passage, starting from 9: 19:39 and ending at 9:27:39, lasted for 8 minutes. The teacher took the screenshot of the courseware as a topic and began to vote, asking students to answer questions. It took the whole class 17 seconds to answer. The teacher showed the statistical histogram, and then answered again after 4 minutes and 49 seconds. It took the whole class 12 seconds. The teacher shows the statistical histogram of the two answers, and then chooses No.52 student from the students who answered Option A for the second time to explain the reason for the answer. After listening, the teacher gives him 2 points, then opens the statistical chart, and chooses No.33 student from the students who answered the B option for the second time, explaining the reason for the answer. After listening, the teacher gave him 1 point.

So what are the questions the teacher asks in class? 9: 19:39 Open the picture of "Screenshot Voting" to see the topic. It can be inferred from the screenshot that the teacher gave three different formulas in the original question, and the students provided the fourth one, and then asked the students to write their own answers separately (this is a multiple-choice question, and students should choose all the correct formulas), and turn their answers into real questions, including an e option for students who can't.

The results of students' two answers can also be compared by opening the statistical chart. From the chart, we can see that the proportion of students who choose A has increased from 43% for the first time to 80% for the second time, while the proportion of other options has declined.

Why is the correct answer rate significantly improved? Obviously it has something to do with the teacher's teaching strategy of 4 minutes and 49 seconds between the two answers.

Each class is composed of such a fragment of teaching behavior, so accumulating the records of each class will build a personal "big data of classroom teaching behavior". With big data, we can make further use of educational statistics and intelligent analysis technology to make a "physical examination" for teaching, so that teachers can clearly understand their teaching status, find hidden teaching inertia from the physical examination report, and then improve the shortcomings in a targeted manner.

Physical examination. What?

A teaching physical examination report should provide comprehensive information, in-depth learning and teaching details, intelligent analysis of classroom data, detailed statistics of teaching and learning, and should pay attention to students' learning situation.

So what is the perspective of students' learning? Ye Lan, a tenured professor at East China Normal University, said: "The teaching process should be regarded as a process in which teachers and students participate in the teaching content together, interact through dialogue, exchange and cooperation activities, and promote the teaching activities in a dynamic way." She clearly pointed out that the elements of students' learning in the classroom include autonomous learning, interaction and generation. Autonomous learning refers to students' independent reading and thinking, or activities such as group discussion and cooperation. At these times, teachers usually use timers to control time. Interaction means that teachers let students express their personal thoughts through activities such as seizing power, picking people, voting and evaluating. Generation means that teachers shoot or record students' exercises, homework or finished works, and show and explain them in class.

From the data of these three activities and the comparison of the time occupied by teachers and students in each class, we can analyze the teaching type tendency of teachers in teacher-centered, student-centered or student-centered classrooms. Long-term accumulated information-based teaching experience can help teachers break away from teacher-centered and enter a student-centered classroom.

Through the radar chart of classroom activity types, teachers can compare the rationality of using frequency of each activity type and improve the shortcomings. For example, the following figure shows that the teacher's classroom teaching type has been steadily student-centered, which is based on the fact that the frequency of classroom interaction and students' autonomous activities falls within the normal range, and the number of classroom generation is higher than that of other teachers. There is no special activity type, and students' study is well taken care of.

Many teachers often habitually prefer to use certain functions in information-based teaching, such as rushing to answer questions or not using students' classroom generation. , you must use details to observe in depth. Through the functional use of frequency profile, teachers can understand personal inertia and compare with teachers and classmates in the whole school. For example, in the following figure, except for the three functions of picking people, grabbing power and evaluating, the frequency of use is lower than the average level of disciplines, and other functions are higher than the average level. Among them, each section will display the works of 9.6 students on average, which is the largest in the whole school, with an average time period of 9.7 minutes, far exceeding the average level of disciplines. It can be inferred that the question-and-answer teaching strategy of picking people and grabbing power is less used in teaching, and students' works are more used as classroom materials. Every class has almost 1/4 time for students to engage in group activities or read independently. Therefore, it is natural that the course type is student-oriented.

The most effective activities to stimulate students' deep thinking in class are teachers' questions, students' feedback on questions, and discussions between teachers and students or between students. Teachers should know how many questions they have asked in class, the change of students' correct answer rate, and the first teaching action after asking questions and giving feedback. These analyses are helpful for teachers to understand the influence of teaching strategies on learning results. Take the following figure as an example. In all the voting activities of teachers, 67.8% belong to question feedback (or test questions) with correct answers, and 32.3% are surveys without correct answers. The average correct answer rate of 1 16 was 74%, of which 9 questions were answered twice, and the average correct answer rate rose slightly to 78.6%. On the whole, teachers are less difficult to ask questions and don't need to answer them twice. Even if there is a second answer, the effectiveness of the teaching strategies adopted is not ideal.

For teachers, based on this analysis, future teaching improvement strategies should increase the difficulty of asking questions in class to stimulate deeper thinking. Furthermore, students' strategies of choosing options after answering questions should be adjusted appropriately to increase the opportunities for group discussion.

Improving classroom participation can improve test scores.

In order to improve students' academic performance, test scores are actually backward indicators, and teachers should pay more attention to students' classroom participation. Is there a correlation between students' high participation in class and their grades? By comparing the results of model test and quality inspection before the college entrance examination with classroom participation, this question should be answered well.

There is a "statistical table of students' classroom performance" in the teaching physical examination report, which counts the students' participation data in each class and converts it into classroom participation. Take Jing No.4 in the following figure as an example. Within a month, she was randomly selected by the system to answer 9 times and made 58 votes, with a correct answer rate of 56.8%. She participated in the evaluation activity of 1 and was given 44 points by the teacher. Results The classroom participation rate was 98.5, ranking third in the class.

Take Panther Chen, a teacher in Fuzhou Jinshan Middle School, as an example. Fuzhou held the last quality inspection before the college entrance examination in early May, and Jinshan Middle School held the last model examination on the eve of the college entrance examination in early June. By calculating the correlation between the class's personal classroom participation in April and the quality inspection results in the follow-up city, and the correlation between the class's participation in May and the model test results, the correlation coefficients were 0.48 and 0.55 respectively, which reached a significant level by statistical test, that is, the class participation and test scores were high or low. Some people may say that the two are only moderately correlated. Actually, it makes sense. After all, grades are not determined by the single factor of classroom participation, so it can well explain the fact that improving students' enthusiasm in class will help improve their academic performance.

Jo Boaler, a professor at Stanford University, said: "One study after another proves that the most important factor of school effectiveness is not the curriculum, but the teachers." The effect of teachers' professional growth not only determines the learning effect of students, but also determines the running efficiency of a school. Information-based teaching completely obtains the data of learning and teaching, and the teaching physical examination based on real data sorts out the information that is helpful for teachers to improve their teaching specialty from all aspects. Therefore, teaching is not only based on experience, but also can clearly see the shortcomings and blind spots, and formulate targeted strategies to improve ability, so that learning and teaching can be effectively guaranteed.

Finally, I asked in a low voice, "Did you have a physical examination for teaching?"

Note: I would like to thank Mr. Panther Chen from Fuzhou Jinshan Middle School and Mr. Lin Hanming from Zhongshan Primary School for providing relevant data, and Mr. Huang Xiaohai for providing class records.