摘要
传统的听评课存在听课无合作、评课无依据、听评课无研究的症状,体现了专业性的丧失。课堂观察LICC范式从当前作为一种课堂研究的听评课存在的问题出发,坚持科学实用主义,通过对课堂的解构,倡导教师组建不同的合作体,采用类似科学观察的方法,研究课堂教学的有效性问题。该范式在丰富课堂知识、改善学生课堂学习、促进教师专业发展的同时,在可靠性方面还存在一定问题。
The problems of traditional Chinese classroom observation can be listed as listening without cooperation, commenting without evidence and research, which reflect the loss of professionalism. Based on the practical study for more than four years, we have built up a new professional LICC paradigm of observing class which aims to promote the effective teaching. The paradigm is to resolve the current issues and to use scientific observation methods by adhering to the scientific pragmatism. LICC deconstructs the class and advocates teachers to establish different cooperation groups, to study the effectiveness of classroom teaching problems. This paradigm is good at enriching the knowledge base of classroom, improving student learning and promoting teacher development, yet still has limitations on its reliability.
出处
《教育研究》
CSSCI
北大核心
2012年第5期79-83,共5页
Educational Research
基金
教育部哲学人文社会科学研究重点基地重大项目"义务教育阶段学校课程实施过程质量评估的理论和技术研究"(项目编号:7964102A)的研究成果之一
关键词
听评课
课堂观察
课堂研究范式
traditional Chinese classroom observation, classroom observation, paradigm of class study
