摘要
从长远的观点来看,无论是在观察目的、内容、组织还是效果上,现行的以奖惩为目的的传统语言课堂观察制度都是一种不利于教师发展的观察制度,因此,必须进行改进。为此,本文建议:在观察机制上遵循以教师的自我评价和同行观察为主的原则;在观察过程中执行具体的课前观察的材料准备,课堂观察和课堂观察后的讨论制度;确定具体的课堂观察重点;使用观察清单,以定量观察反映定性观察,增加观察评价的科学性。
It is argued in this paper that the traditional classroom observation with the purpose of reward or penalty orientation is one that is not beneficial to teachers' development in the long run. Therefore, the paper suggest that: (1) importance should be given to teacher self-evaluation and peer observation; (2) classroom observation should employ three stages: (a) pre-lesson; (b)the lesson; and (c)post-lesson evaluation; (3) special important observing items should be determined in advance; and (4) checklists should be employed.
出处
《高教论坛》
2003年第6期126-130,共5页
higher education forum
