A review of the research on Teachers' observation ability

. The guide to learning and development of 3-6-year-old children points out that one of the core development qualities of preschool teachers is to observe and understand children, and observation is reflected in whether the understanding of observation theory is complete. As a necessary part of improving teachers' professional quality, observation ability plays an important role in Teachers' teaching career and life. In recent years, the research on teacher observation at home and abroad has also shown a rising trend. However, on the whole, the domestic research focuses on the status quo and countermeasures, while the foreign research mostly focuses on the observation tools and observation methods, and the research scope is very wide. Therefore, this study will comment on the four aspects of observation theory, perspective, tools and methods.


Overview of literature distribution 1.1 The distribution of literature about preschool teachers' observation ability
In recent years, there are many researches on teacher observation at home and abroad.In CNKI, Wanfang database, VIP and Duxiu knowledge base, key words of "teacher observation" were typed, and nearly 130000 records were displayed.Type in the keyword "observation ability of preschool teachers", and display nearly 12000 records.Among them, there are few works about the observation ability of preschool teachers. After consulting the titles of the records, it is found that the journal articles are mostly about observation problems and strategies, while the master's thesis is an empirical study and case study on the improvement of preschool teachers' observation ability in a certain region or an urban area.There are 5 Chinese core journals and 17 master's theses about the influence factors of preschool teachers' observation ability which are found on the Journal online. Among them, there is little research on the observation ability of preschool teachers in Tibet. Figure 1 shows the change trend of the number of research papers on preschool teachers' observation ability from 2009 to May 2022.  also clearly points out that one of the core qualities of teachers is to observe and understand children carefully. Since 2013, the research results on Teachers' observation ability have also gradually increased, However, it did not produce more results. From the point of view, it is necessary to carry out long-term experiment and summary after the promulgation of laws and regulations of preschool education.
In order to improve teachers' observation ability, the research has made a more intuitive understanding from the specific research perspective and content distribution. Through CNKI retrieval platform, this study clicks the "advanced search" column, input "teacher observation" as the search term, and accurately match and retrieve the relevant literature from 2005 to 2022, showing 1042 records. Through reading the literature summary, this paper summarizes the specific research perspective, essence and content distribution of research strategies of teacher communication, as shown in Table 1. It can be seen from table 1 that the academic research on teacher observation is not limited to a certain discipline perspective, but based on a series of disciplinary perspectives such as management, pedagogy, ecology, psychology and so on, the research on teacher observation is focused. The teacher's problem has become a multi-disciplinary research method. Therefore, it is helpful to deepen the comprehensive understanding of teachers' observation. On the other hand, previous research results based on different perspectives provide a lot of valuable reference materials for the study of strategies to enhance teachers' observation ability.

The general distribution of the literature on the theory of observational infiltration
In this study, through CNKI search platform, click the "advanced search" column, and input "observation penetration theory" as the search term, the relevant literatures from 1988 to 2022 were accurately matched and searched, and 35 records were displayed. It can be seen that the previous research results on "observation penetration theory" are less. It is mainly distributed in the two university subjects of natural science theory and method and philosophy, of which there are 10 articles about the theory of observation infiltration. By analyzing the research contents of "observation penetration theory" from different research angles, we can understand the research field of existing achievements more intuitively. As shown in Table 2: Cognition is the result of the interaction between subject and object, which is the result of assimilation, selection and construction of object with its "schema" pattern 3 The perspective of scientific cognitive activities Admitting the existence of "relatively neutral" observation and avoiding all observation are extreme views of theoretical penetration It can be seen from the above table that the existing research on "observation penetration theory" has many levels, wide fields and rich contents, which provides rich resources for this study to sort out the issues related to behavioral intention.

Related research abroad
The research perspective of observation in foreign academic circles presents a wide and in-depth discussion structure. The primary premise of observation is to have the support of observation theory. The applicability of observation tools is of great significance to teachers' observation. With the state's emphasis on the improvement of preschool teachers' professional ability, the improvement of observation ability provides professional guarantee for children's physical and mental development and smooth daily life. From the perspective of research methods and observation tools.

Research on the theory of observation
Theory is the premise of observation. Reasonable use of observation theory is of great significance for teachers to carry out teaching smoothly. The concept of observation theory in different perspectives is also different. The research on observation theory abroad involves many subjects. Under the natural observation theory and common semantic theory, there are related researches on the relationship between action observation and action language, observation learning theory and observation penetration theory.
2.1.1.1 Theory of natural observation According to tailor Imam (1994), natural observation theory is an alternative to Fourier analysis, which can be divided into two types: adjacent type and balanced type. These two types of theoretical systems originated from different starting points. When a set of basic observations is given, it is proved mathematically that another set of basic observations can be found. The interaction is proved by testing the observed values in mathematics.
Tailor Imam (2000) takes the parameters observed in instantaneous time as the transformed time waveform, and discusses the uncertainty between the behavior of the waveform as the normal observation object in the whole-time domain and the distribution of the basic observation values in the whole-time domain.
2.1.1.2 Common semantic theory Mia NATO, Kikuyu Ramayana (2004) compared the use of semantic knowledge by Japanese autistic children, and tested and observed their active passive sentences and false belief understanding. It was found that the development of Japanese children's semantic understanding ability was later than that of Western children.
Chris Tel bilet Doux, Sophie Anne beau Prez, Barnaul bade TS (2020) proposed and defended the perceptual interpretation of the relationship between behavior and language by activating common semantic representations, which are used to understand the behavior of others as well as language. Specifically, we challenge this model by summarizing the literature on the relationship between action observation and action language processing, and emphasize the compatibility of the model with the results in the literature.

Observational learning theory
In her research on the professional development of foreign language teachers, Xu Ling (2018) according to Duran's "coding" and "drilling", that is, the content is transformed into Chinese language, and then oral practice is carried out to express and explain specific concepts to other trainees and drill knowledge, so that the acquisition effect is more effective.
Yun Qingping, Liu Min, Zhao Mei, Miao Jiangxia, Yang Lina, Chang Chun and others (2020) studied the acquisition process of mothers' brushing for infants' teeth based on the observational learning theory and qualitative analysis method. Most of human behaviors can be obtained by observing others' behaviors, and the observation learning process can be divided into attention process, retention process, reappearance process and reinforcement (motivation) process.
2.1.1.4 Observation penetration theory Wu Wei (1992) denied that knowledge is only given by the object. He thinks that knowledge is produced by the interaction between the subject and the object. Observation can not be neutral to the test of theory, but a very complex process. "From this point of view," observation penetration theory "not only brings some new enlightenment to improve teachers' observation ability, but also helps to recognize the essence of teachers' observation and promote the practical improvement of teachers' observation ability.
Gao Hongyu and Huo Liyan (2020) summarized the specific connotation of the theory. They believed that "observation penetration theory" insisted that teachers' observation should be guided by theory, and the improvement of teachers' theoretical literacy should be regarded as the premise of improving the observation ability; Teachers' observation is accompanied by theory, and the scientific division and design of observation purpose, content and method should be strengthened; The theoretical explanation should be made by the theoretical observation and the actual observation.

Research on the perspective of observation
This paper mainly studies the foreign observation from multiple perspectives, to understand the research situation in various fields under different observation perspectives. The foreign research on observation perspective takes the form of multiple integration. Here, it lists three aspects: classroom observation perspective, "public observation" perspective, and Chinese lesson study perspective.
2.1.2.1 "Public observation" perspective Raymond Williams' theory of "mass communication" has a deep meaning. In fact, no matter the concept of "culture" is elaborated, it is believed that "culture is the whole way of life". Ding Kewen  (2020) proposed that the curriculum reform should turn from theory to practice, which plays an important role in improving the quality of curriculum, and constructed the teacher training curriculum as a lesson study community.

Research on observation tools
Under the guidance of observation theory, it is necessary to select appropriate observation tools for measurement. Foreign Studies on observation tools mainly list three aspects: observation tool for preschool children (Epcot), observation tool for evaluating mother child relationship (RIT) and assessment of children's skills (MESI). show that PCOM can be used as an observation tool to record the game process of students and practitioners in various situations.

Research on observation method
This paper mainly studies the research situation of foreign teachers in the observation method, and discusses the implementation of este bick observation method and direct observation method. It fully shows that the research on observation method abroad is very complete and involves a wide and profound research field, which has high reference value.  (1964) provides investigators with the opportunity to observe the mother, the baby and the relationship between them. The method consists of three steps, which embodies the three stages of Freud's thinking process: the attention stage, the inscription stage and the judgment stageMonitor the discovery and tracking of infant and family development.
2.1.4.2 Direct observation method Alina tekow(2018) to evaluate activities to promote education and social inclusion values in rural areas through direct observation method, and to evaluate activities organized in rural areas through market research results generated by direct observation method. The research has drawn some conclusions on how to promote such ideas as the importance of parents' participation in early childhood care and education, the importance of education for children's development, overcoming prejudice, tolerance, social responsibility and civic responsibility in rural areas.
To sum up, foreign scholars have made fruitful achievements in the study of teacher observation, which has laid a solid foundation and provided a good platform for future research. From the perspective of research status, the existing research mainly focuses on observation theory, observation perspective, evaluation of teachers' observation tools and observation methods. On the basis of inheriting the existing research results and based on the observation penetration theory, this study will investigate and analyze the observation ability of preschool teachers in Tibet, explore the influencing factors of preschool teachers' observation ability, and then put forward targeted suggestions.

Domestic research
Domestic researches on teacher observation mainly focus on the purpose, characteristics, problems and strategies. The overall research is relatively shallow. Compared with foreign research, domestic teacher observation research lacks technical evaluation tools and index system, and theoretical research is very few, mostly inheriting the research results of foreign theories. This paper mainly makes a specific analysis of some domestic teachers' observation, focusing on the domestic observation research.

Research on the theory of observation
The domestic research on observation theory is mainly distributed in classroom observation, and domestic scholars have little theoretical research. The references in the literature mainly use foreign theories for analysis and discussion, and there is almost no literature on domestic teachers' observation theory. This paper mainly discusses the scholars' opinions on the observation theory.
2.2.1.1 Observation theory of conventional science Chen Gang (2004) believes that any observation is post observation and experiment of existing theories. He pointed out that "when we start to make observation or experiment, we usually accept the guidance from existing theories (i.e. theories of conventional science and old theories) and conventional expectations." he believes that any scientific research achievements and technologies are the discussion of previous research results, and the generation of new theories cannot be separated from the viewpoint of old theories, The observation phenomenon has created different theories, and then through the observation of the new theory, more abundant observation contents and theories have been produced. For a long time, he thought that the development of scientific observation was the result of scientific observation.
2.2.1.2 Classroom observation theory Li Min (2018) discussed the concept from quantifying "teaching tasks" to experiencing "teaching activities" by reviewing and studying teachers' classroom observation theory. She believes that theory is an important step to promote teachers to flexibly handle the relationship between classroom generation and presupposition, which is of great help to the construction of knowledge system with teacher-student dialogue, mutual transmission of views and diversified perspectives.

Classroom teaching process evaluation based on entropy model
Li Wanchun (2013) created a new theoretical framework, namely "quantitative evaluation model of classroom teaching process based on information entropy", on the premise of elaborating and analyzing Flanders interactive analysis system. The introduction of classroom information entropy, in fact, is an analysis of classroom narration, which is a theoretical system to study how to adjust the classroom situation. The classroom observation scale based on information entropy is composed of teacher observation scale and student observation scale. It mainly includes four aspects: classroom organization activities, teachers (students) speech behavior, teachers (students) classroom activities,

ECSS 2022
Volume 19 (2022) 524 teaching events. The scale also takes time as the main axis to record, and the time frequency is once every 1.5 minutes to record the classroom teaching situation.

Classroom interactive observation tool for primary and secondary schools
In the discussion of classroom interactive observation tools of primary and secondary schools in contrast to smart classroom, Wang Xiaochen, Jiang Shaoxiang, Huang Ronghuai (2015) and others believe that today's classroom environment has restrained the all-round strong interaction system to a certain extent, which is mainly manifested in the single form. Most of the interaction between teachers and students, less interaction between students and students, less interaction with the support of information technology; Type bias. Most of them are cognitive interaction, lack of emotional communication and behavioral interaction; Lack of depth. The classroom interaction observation tool developed in their research conforms to the characteristics of interactive behavior in the smart classroom environment, has good reliability and validity, and provides a solid foundation for the classroom interaction research supported by technology.  (2021) analyzed the problems existing in the evaluation object, evaluation perspective, evaluation analysis, evaluation relationship, evaluation results and effects of the current classroom teaching evaluation from the perspective of in-depth observation, and launched the observation based classroom teaching evaluation concept with diagnosis and monitoring as the core, briefly described its meaning, and opened up practical exploration. Taking teaching activities as the evaluation object, taking teaching effect as the starting point, relying on four kinds of observers, from different angles of learning experience, teaching reflection, teaching skills and art, appropriateness of teaching content, the whole teaching process is retrospected, and the comprehensive teaching quality information is obtained in an all-round way.

Visual knowledge mapping Perspective
Zhang Sifang and Li Xiaonan (2021) analyzed the current problems of middle school chemistry classroom observation in China by using the functions of capacities network structure, clustering and knowledge map, and refined the researcher cooperation network map, thus proving that the chemistry classroom observation is in the trend of continuous development.  525 experimental research. The experiment includes three steps: front side, training and rear side. It is found that there is no significant difference between the front side and the back side. She thinks that children's observation is not aimless, but that the observation purpose has deviation, which affects the performance of observation purpose.

2.2.4Research on observation method
2.2.4.2 Observation on peer assisted classroom Yang Dong (2014) mentioned in the types and methods of classroom observation: "peer assisted classroom observation" refers to teachers in a school or a certain area to listen to and discuss with each other, analyze the success or failure of teaching, and sum up the experience and methods in teaching. This paper discusses the problems from three aspects: observation focus, observation record focus and "academic spirit" of communication and discussion, and points out that teachers should improve their ability in classroom observation.
2.2.4.3 The sensory organ was used as the observation method Zhang Pengli and ye Baosheng (2019) believe that in primary school science teaching, all sensory organs should be used as observation methods to guide students to carry out practical activities, and multiple sensory connections are conducive to a more comprehensive observation of students. In guiding students to use the senses to sense things, we can not ignore the training of students' observation ability.

Review of domestic and foreign research
The overall level of foreign research on teacher observation is relatively high, and the research on observation theory and observation tools is relatively perfect. Moreover, the scope of observation abroad is widely involved in medicine, politics and law, sociology, humanities and Social Sciences, and pedagogy. The research on observation theory has been quoted many times by Chinese scholars. The most famous "observation penetration theory" was first proposed by Hansen, an American scholar, and widely used in the field of teaching observation behavior and classroom observation. The theory of observational learning is of great academic significance for the students of compulsory education stage and higher education stage to conduct psychological research at the grassroots level. However, some theories are not applicable in the field of pedagogy and are not suitable for China's educational development. Therefore, we should learn from the useful experience and use them reasonably.
Domestic researches on teacher observation focus on Problems and strategies, while the research on observation theory is insufficient and lacks theoretical support. Observation tools are only limited to individual, which limits the ability of teachers in observation, and most of them are based on the experience of foreign countries. In a certain range, theories and tools at home and abroad may not be suitable for the development of domestic education. Therefore, from the perspective of domestic observation level, it is urgent for a group of talents in the field of observation to re compile a set of scales and tools suitable for teachers' observation in China. In terms of theory, we need to innovate ideas, break through the limitations on the basis of predecessors, incorporate the present situation of teachers' localization into theoretical research, and constantly revise the theory in combination with practice,Build a complete set of suitable and efficient observation system.