Abstract:

Classroom teaching slice diagnosis is a classroom teaching analysis method and teacher professional development model for primary and secondary teachers, developed through local educational practice. This model takes ten core teaching design activities in a lesson as the analytical framework and objects for classroom observation and evaluation, and uses teaching slices to extract teaching principles generated from the experience of instructional activities. In routine teaching research activities, the model is implemented within subject-based teacher communities in primary and secondary schools through standards-based teaching, classroom observation, lesson evaluation, and the production and presentation of slice analysis reports. In this process, teachers repeatedly learn by doing in teaching and research activities, thereby improving their teaching competence and achieving professional growth. The model emphasizes deep integration with traditional school-based teaching research and thus has strong school-based characteristics. By using teaching slices, it addresses the decontextualization often found in traditional teacher learning and demonstrates significant practical value by supporting teachers’ growth through learning by doing.

Key words: teaching videos, classroom teaching slice diagnosis, teacher professional development model, core practices