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“课堂观察(Classroom Observation)是一种广为使用的课堂研究方法,它是一种研究者或观察者带着明确的目的,凭借自身感官以及观察表、录音录像设备等辅助工具从课堂上收集资料,并依据资料做出相应推断的研究方法”[1]。其目的就是通过对课堂运行状况的记录、分析、推论、建议和研究,改善学生的课堂学习,并促进教师的专业发展。在运用课堂观察模式的看评课过程中如果参与者以合作体的形式介入,将有助于改变教师传统的单兵作战的看评课方式,形成分工明确的合作群体,使课堂观察更加有动力,更加持续。
“Classroom Observation is a widely used method of classroom research. It is a method used by a researcher or observer with a clear purpose, with its own senses and auxiliary tools such as watch, audio and video recording equipment, Collect information, and make the corresponding inferred method of research based on data ”[1]. Its purpose is to improve students’ classroom learning and to promote the professional development of teachers through the recording, analysis, deduction, suggestion and research on classroom health. In the course of using the observation mode of classroom observation mode, if the participants are intervening in the form of cooperative body, it will help to change the teacher’s traditional solo combat mode of observation and assessment, form a clear division of labor and make the classroom observation more Power, more sustained.