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课堂,作为教师教学的主阵地,是教师从事教学研究的宝贵资源。课堂观察促使教师通过观察自己的或他人的课堂而反思自己的教育理念和教学行为,感悟和提升自己的教育教学能力(周文叶、崔允漷,2006)。它重在关注学生是如何学习,会不会学习,以及学得怎样。即使有时候所确定的观察点不是学生,其最终还是需要通过学生是否学得有效得到检验。课堂观察的起点和归宿都指向学生课堂学习的改善,它是促进教师专业发
Classroom, as the main front for teachers’ teaching, is a precious resource for teachers to engage in teaching and research. Classroom observation encourages teachers to reflect on their own educational concepts and teaching behaviors by observing their own or others’ classrooms, and to perceive and enhance their own ability of teaching and education (Zhou Wenye, Cui Yunniu, 2006). It focuses on how students learn, will not learn, and how they learn. Even if it is sometimes determined that the watch is not a student, it eventually needs to be validated if the student learns it effectively. Classroom observation of the starting point and destination are pointing to the improvement of classroom learning, it is to promote professional teachers