Classroom Observation

谢 永 业

2014-12-18

参考文献： 1. Centra, John A., Reflective Faculty Evaluation: Enhancing Teaching and Determining

Faculty Effectiveness, Jossey-Bass Publishers, San Francisco (1993).

2. College of Education, Auburn University. Classroom Observation Instrument: Foreign Language Education [OL]

--http://www.education.auburn.edu/files/assessment/key_assessment_itp/classobserv_foreign_lang.pdf 2014-11-12.

3. Columbia Gorge Community College. Classroom Observation Form [OL] ---http://www.cgcc.edu/sites/cgcc.us/files/faculty/Classroom-Observation-Form.pdf 2014- 11-12.

4. Council of Chief State School Officers. Model Core Teaching Standards [OL] -- http://www.ccsso.org/intasc 2014-03-23.

5. David Nunan. Task-Based Language Teaching [M]. Cambridge University Press. 2004

6. Language Classroom Observation Form [OL] --http://ccat.sas.upenn.edu/~haroldfs/pedagog/evaluation/evaluate.html 2014-10-03.

7. Ruth Wajnryb. Classroom Observation Tasks [M]. Cambridge University Press, 2011.

8. Saint Martin’s University. Classroom Observation Form [OL] https://www.stmartin.edu/educationCounselingPsychology/Forms/teacherInternshipForms/observationForm.pdf

2014-11-12.

9. Second Language Classroom Observation [OL] ----http://ccat.sas.upenn.edu/~haroldfs/pedagog/evaluation/evaluate.html 2014-09-12.

10. Springfield Public School. Teacher Observation Form [OL] --http://www.seateachers.com/HTMLobj-1359/stedsteacherobservationform.pdf 2014-09-12.

11. Standards for Foreign Language Learning: Preparing for the 21st Century [OL] --http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf 2014-03-23.

12. Teaching and Learning Center, Temple University. Classroom Observation Worksheet [OL] --http://www.temple.edu/tlc/resources/handouts/peer_review/

Classroom_Observation_Checklist.pdf 2014-10-03.

13. Tomlinson, Carol A. How to differentiate instruction in mixed-ability classrooms [OL] --http://westenglish.weebly.com/uploads/3/1/1/3/3113826/

differentiated_instruction_tomlison_book.pdf 2014-09-12.

14. Wragg ， E. C. An Introduction to Classroom Observation （ 2nd edition ） . London ：Routledge, 1999.

15. 陈美玉．教室观察：一项被遗漏的教师专业能力 --http://www.sqedu.net/newsInfo.aspx?pkId=27746 2014-12-12.

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24. 杨玉东 . 教研要抓住教学中的关键事件 [J]. 人民教育 , 2009.

25. 张菊荣．课堂观察：教师研究课堂的基本方法 [J] ．江苏教育研究， 2007(7).

26. 张瑾 , 朱珂 .   基于课堂观察的教学行为分析研究[J]. 现代教育技术 . 2012

(04).

27. 教育部 . 中等职业学校英语教学大纲 . 2009.

28. 上海市教委 . 中等职业学校英语课程标准 ( 修订初稿 ). 2014.

听课 ？观课 ？课堂观察？

为什么进行课堂观察？（有助于实习和新任教师尽快掌握教学技能；为在职教师合理地诠释课堂事件提供依据、帮助教师在学习、反省、观察和科研等方面实现自身的专业化发展等等）

一项被遗漏的教师专业能力 !

如何进行课堂观察？（观察前、中、后）

观察什么？文献繁多（各家观点不一）

Four Domains

Ⅰ. Instructional Planning

Ⅱ. Learning Environment Ⅲ. Instructional Delivery Ⅳ. Assessment

（ 基于最重要、最基本、可操作，不求面面俱到；供讨论与参考，还有待于进一步完善和优化；欢迎大家提出宝贵意见！ )

Ⅰ. Instructional Planning The teacher plans using the Curriculum, effective

strategies, resources, and data to meet the needs of all students.

1. Instructional objectives are aligned to curriculum.

2. Materials: interesting; diverse; connecting students’ life, major and career.

3. Cultural instruction is designed into class activities. 4. The plan is based on students’ prior knowledge and skills. 5. There is an appropriate balance of structured and

open-ended/communicative activities.

6. The plan is geared toward real/authentic language use.

Ⅱ. Learning Environment The teacher creates an environment that is positive for student

learning and involvement (mutual respect, support and safety).

1. The seating arrangement facilitates learning.

2. The teacher promotes and respects students’ diversity.

3. The teacher listens and pays attention to students’ needs and responses.

4. The class atmosphere is warm, open and accepting.

5. The teacher is sensitive to students’ difficulties and abilities.

6. Student participation is active and lively.

Ⅲ. Instructional Delivery The teacher makes learning objectives clear to students and effectively

engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

1. The teacher maximizes instructional learning time---The time allotted for activities is enough.

2. The teacher differentiates instruction to meet the students’ needs.

3. The teacher uses a variety of teaching strategies which may include cooperative, peer and project-based learning, audio-visual presentations, lecture, discussions and inquiry, practice, and application.

4. The teacher uses instructional technology to enhance student learning---Use of technology is particularly creative, i.e. it accomplished something that could not have been done as easily with other media.

5. Language use---The teacher uses the target language in the

classroom appropriately and effectively.

6. The exercises/activities/tasks are introduced in the context of life and workplace.

7. The exercises/activities/tasks are effective; the use of small groups/pair work during each activity is appropriate.

8. The amount of teacher talk and student talk is appropriate.

9. Cultural instruction is integrated into class activities.

10. Effective assignments.

Ⅳ. Assessment The teacher systematically gathers, analyzes, and uses all relevant

data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students.

1. The teacher assesses student performance based on instructional objectives aligned to curriculum.

2. The teacher uses a variety of assessment strategies and

instruments that are valid and appropriate for the content and for the student population.

3. The teacher gives constructive and frequent feedback to students on their learning.

4. The teacher uses results from multiple measures including

formative and summative assessments to plan and modify instruction and to accurately report student progress.

Thanks