高中英语课堂观察量表的设计与后续分析.doc

高中英语课堂观察量表的设计与后续分析 摘 要： 课堂观察是教师用以搜集学生资料与诠释、理解课堂事件背后意义最直接的途径本文通过对课堂观察过程的再现显示课堂观察量表的设计、记录与后续分析对教学反思有积极作用，就改进课堂观察方法提高观察有效性提出了建议关键词： 课堂观察 量表设计 后续分析 教师专业发展课堂观察是指研究者或观察者带着明确的目的,凭借自身感官及相关的辅助工具(观察表、录音、录像设备等),直接或间接从课堂语境中收集资料,并根据获得的资料、数据,做相应研究的一种教育、教学研究方法(陈瑶, 2002)课堂观察已成为教师进行学生行为评价和教师专业发展的重要手段之一，也是教师应具备的专业素养,以及进行有效教学不可缺少的因素教学观察的核心就是教学中的“观”与“察”的互动，获得事实和意义的理解；教师不仅要“观”—正确把握事实，而且更重要的是“察”—洞察事实背后的动因，生成教学实践智慧诺贝尔奖获得者库恩（1922～1996）曾经说过：理论始于观察，观察渗透理论这一至理名言是自然科学理论的创立的规律，也是教学智慧形成的真实写照为提高课堂观察有效性，笔者在英国接受培训者项目培训期间受英国教师对课堂观察与评价方式的启发，自己也做了实践，这里就英语课堂观察量表的设计与后续分析与同行们做一次交流。

一、课堂观察内容与量表的设计课堂观察的范围很广，既可以是动态的教与学行为，也可以是静态的与教学有关的文件资料与环境课堂观察要有主题、有切入点确定了自己在教学工作某阶段的课堂观察要素，就可以在课堂上积极尝试笔者以“寻找教与学的落差”为主题，从以下几个切入点进行了观察尝试：（1）课堂真实交际（ Real life communication in class ），（2）板书(Use of board ,（3）课堂管理(Classroom management)，（4）课堂提问（Questioning in class），（5）教师的指令（Instructions given in class），（6）课堂活动管理（Managing of pair work/group work），（7）师生话语比例（Talking proportion of teachers and students ），（8）教师的体态语言与面部表情(Body language)，(9)教学设备使用（Use of teaching instrument），(10)课堂纠错（Error correction ），(11)师生互动（Interaction between teacher and student）。

以下是笔者根据课前与授课老师的交流，确立了课堂中“教师指令”为观察内容并设计了如下观察量表表一）Classroom Observation On Giving InstructionsDate Class Observer Observee NumberInstructionsTypesPurposesR/S/IComments123Notes:Purposes1).Classroom management2).Get ss’ attention3).Keep discipline4).Ask SS to answer Qs5).set SS thinking6).Give information for self-improvement7).Get feedback8).Assign homeworkTypes of instructions:1).Long2).Short 3).Gestures 4).Written instructions5).Oral 6).Types of sentences (refer to Command/Statement/Question) 1.2. R/S/I : refer to “ Students’ responses to the instructions”　SS : refer to “Students ” Qs: refer to “Questions”3. Reflection after Class1). What things did you find useful/impressive?2). What things would you do differently? How?用同样的方式，我们还可以就课堂提问设计观察量表（表二）。

Classroom Observation 0n QuestioningDate Class Observer Observee QuestionsTypesPurposesR/S/QR/T/ATSTCOpenClosed Notes:1. R/S/Q : refer to “Responses of students to questions”R/S/A: refer to “Responses of teacher to answers ”TS : refer to “Teacher asks individual student”TC : refer to ”Teacher asks whole class”Open: refer to “Questions that require more thinking and may have more than one answer ”Closed: refer to “Questions that are easily found in the text” 2. Questions for reflection1).Do the questions get the students to review and practice previously learnt materials? 2).Do they encourage learners to be active in their learning ?3).Do they check learning or give instructions?4).What’s the teachers’ reaction to the students’ answers?5).Are the questions asked at the students’ language level or below it?6).Is there anything that could be done to make a little difference?就课堂分组活动设计观察量表（表三）。

Classroom observation on Managing pair and group work Date Observer Observee Class No.TimeTaskTypePurposeR/S/P&GResult1 23 Notes: R/S/P&G : refer to “ Students’ responses to the pair and group work”Questions for reflection1). How long do the group and pair work last during the class?2). What kinds of tasks does the teacher give the students?3). How many students are involved in the group and pair work?4). What is the teacher doing?5). What’s the purpose of the group and pair work?6). What are the responses of the students?7). How do the students achieve the goal?8). What are the results of the pair and group work?二、课堂观察记录与结果统计笔者带着 以“教师指令”为内容的观察量表（表一），走进了教师A( 新手型老师)与教师B(熟手型教师)的课堂。

下面是部分课堂教学片段再现:在《牛津高中英语》教材中，每一单元都有Project 板块的教学内容，在第一模块第一单元的Project板块中，要让学生make a poster for their school club为了让学生对此有所了解，老师先给学生看了一些海报与广告的图片，接着老师要学生说出一些他们可以开办的“club”的名称笔者观察并记录了两位老师的处理过程教师A( 新手型老师)在让学生看完图片后立即说：“I have shown you some posters and advertisements, please talk about what clubs you can start in groups.”学生也许还在想刚才的那些图片，没有注意到老师布置的任务，所以学生对老师的指令没有立即反应过了一会儿，有些学生感觉到老师要他们分组活动，于是就行动起来，还有些同学看到别的学生的行为，也跟着围成4人小组几分钟之后，老师检查学生活动的结果，让每组说出他们可开办的“club”名称，学生能说出，但很不流畅教师B(熟手型教师)是这么处理的：在看完图片后，老师说：“What do you think of the posters and advertisements?” 学生说：“Wonderful !” 老师说： “Do you want to make a poster for your club?” 学生说：“Yes.” 老师接着说：“But you first have to think and discuss what kind of club you can start in the school. Now (pause), I’ll give you a few minutes to write down the names of the clubs.” (After 2 minutes) 老师说：“Please form groups of four and excha。