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课堂观察与传统的听评课不同,课堂观察的起点和归宿点都是指向学生课堂学习的改善。它将主要的关注点投射在学生的学习上,即使确立的观察点不是学生,也最终需要通过学生如何学、会不会学、学的怎样来验证。对于一线教师而言,关于目标的预设和生成,需要重点考虑学习目标的定位是否合理;学习目标达成的评价标准是否科学;学习活动是否能促进学习目标的达成等。
Classroom observation Different from the traditional listening and studying classes, the starting point and the destination point of classroom observation point to the improvement of students’ classroom learning. It projects primary concerns on students’ learning. Even if the established observer is not a student, it ultimately needs to be verified by how the student learns, learns, and learns. For front-line teachers, the preconceived and generated goals need to focus on the reasonable positioning of learning objectives; whether the evaluation criteria reached by learning objectives are scientific; and whether learning activities can promote the achievement of learning objectives.