1. Classroom Observation 谢 永 业 2014-12-18

2.  参考文献：  1. Centra, John A., Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness, Jossey-Bass Publishers, San Francisco (1993).  2. College of Education, Auburn University. Classroom Observation Instrument: Foreign Language Education [OL]  --http://www.education.auburn.edu/files/assessment/key_assessment_itp/classobserv_foreign_lang.pdf 2014-11-12.  3. Columbia Gorge Community College. Classroom Observation Form [OL]  ---http://www.cgcc.edu/sites/cgcc.us/files/faculty/Classroom-Observation-Form.pdf 2014-  11-12.  4. Council of Chief State School Officers. Model Core Teaching Standards [OL]  -- http://www.ccsso.org/intasc 2014-03-23.http://www.ccsso.org/intasc  5. David Nunan. Task-Based Language Teaching [M]. Cambridge University Press. 2004David Nunan  6. Language Classroom Observation Form [OL]  --http://ccat.sas.upenn.edu/~haroldfs/pedagog/evaluation/evaluate.html 2014-10-03.

3.  7. Ruth Wajnryb. Classroom Observation Tasks [M]. Cambridge University Press, 2011.  8. Saint Martin’s University. Classroom Observation Form [OL]  https://www.stmartin.edu/educationCounselingPsychology/Forms/teacherInternshipForms/observationForm.pdf 2014-11-12.  9. Second Language Classroom Observation [OL]  ----http://ccat.sas.upenn.edu/~haroldfs/pedagog/evaluation/evaluate.html 2014-09-12.  10. Springfield Public School. Teacher Observation Form [OL]  --http://www.seateachers.com/HTMLobj-1359/stedsteacherobservationform.pdf 2014-09-12.  11. Standards for Foreign Language Learning: Preparing for the 21st Century [OL]  --http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf 2014-03-23.http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf  12. Teaching and Learning Center, Temple University. Classroom Observation Worksheet [OL]  -- http://www.temple.edu/tlc/resources/handouts/peer_review/Classroom_Observation_Checklist.pdf 2014-10-03.  13. Tomlinson, Carol A. How to differentiate instruction in mixed-ability classrooms [OL]  -- http://westenglish.weebly.com/uploads/3/1/1/3/3113826/differentiated_instruction_tomlison_book. pdf 2014-09-12.

4.  14. Wragg ， E. C. An Introduction to Classroom Observation （ 2nd edition ）. London ： Routledge, 1999.  15. 陈美玉．教室观察：一项被遗漏的教师专业能力  --http://www.sqedu.net/newsInfo.aspx?pkId=27746 2014-12-12.  16. 陈瑶．课堂观察方法之研究［Ｄ］．上海：华东师范大学， 2000 ．  17. 程晓堂. 任务型语言教学 [M]. 高等教育出版社, 2004  18. 崔允漷, 周文叶. 课堂观察：为何与何为 [J]. 上海教育科研, 2008(6).  19. 崔允漷. 论课堂观察 LICC 范式：一种专业的听评课 [J]. 教育研究, 2012(05).  20. 贾志高. 有关任务型教学法的几个核心问题的探讨 [J]. 课程 · 教材 · 教法， 2005(01)  21. 李国强, 魏春梅.“ 课堂观察 ” 的实践探索 [J]. 教师教育研究, 2012(03).  22. 桑国元，于开莲．基于人种志视角的课堂观察理论与实践 [J] ．中国教育学刊， 2007(05).  23. 沈毅, 崔允漷. 课堂观察 --- 走向专业的听评课 [M]. 华东师范大学出版社, 2008.

5.  24. 杨玉东. 教研要抓住教学中的关键事件 [J]. 人民教育, 2009.  25. 张菊荣．课堂观察：教师研究课堂的基本方法 [J] ．江苏教育研究， 2007(7).  26. 张瑾, 朱珂. 基于课堂观察的教学行为分析研究 [J]. 现代教育技术. 2012 (04). 基于课堂观察的教学行为分析研究  27. 教育部. 中等职业学校英语教学大纲. 2009.  28. 上海市教委. 中等职业学校英语课程标准 ( 修订初稿 ). 2014.

6. 听课 ？观课 ？课堂观察？ 为什么进行课堂观察？ （有助于实习和新任教师尽快掌握教学技能；为在职教师合理地 诠释课堂事件提供依据、帮助教师在学习、反省、观察和科研等 方面实现自身的专业化发展等等） 一项被遗漏的教师专业能力 !

7. 如何进行课堂观察？（观察前、中、后） 观察什么？文献繁多（各家观点不一）

8. Four Domains Ⅰ. Instructional Planning Ⅱ. Learning Environment Ⅲ. Instructional Delivery Ⅳ. Assessment （ 基于最重要、最基本、可操作，不求面面俱到；供讨论与参考，还有 待于进一步完善和优化；欢迎大家提出宝贵意见！ )

9. Ⅰ. Instructional Planning  The teacher plans using the Curriculum, effective strategies, resources, and data to meet the needs of all students.  1. Instructional objectives are aligned to curriculum.   2. Materials: interesting; diverse; connecting students’ life, major and career.

10.  3. Cultural instruction is designed into class activities.   4. The plan is based on students’ prior knowledge and skills.   5. There is an appropriate balance of structured and open- ended/communicative activities.  6. The plan is geared toward real/authentic language use.

11. Ⅱ. Learning Environment  The teacher creates an environment that is positive for student learning and involvement (mutual respect, support and safety).  1. The seating arrangement facilitates learning.   2. The teacher promotes and respects students’ diversity.

12.  3. The teacher listens and pays attention to students’ needs and responses.   4. The class atmosphere is warm, open and accepting.  5. The teacher is sensitive to students’ difficulties and abilities.   6. Student participation is active and lively.

13. Ⅲ. Instructional Delivery  The teacher makes learning objectives clear to students and effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.  1. The teacher maximizes instructional learning time---The time allotted for activities is enough.   2. The teacher differentiates instruction to meet the students’ needs.  3. The teacher uses a variety of teaching strategies which may include cooperative, peer and project-based learning, audio-visual presentations, lecture, discussions and inquiry, practice, and application. 

14.  4. The teacher uses instructional technology to enhance student learning---Use of technology is particularly creative, i.e. it accomplished something that could not have been done as easily with other media.   5. Language use---The teacher uses the target language in the classroom appropriately and effectively.  6. The exercises/activities/tasks are introduced in the context of life and workplace.

15.  7. The exercises/activities/tasks are effective; the use of small groups/pair work during each activity is appropriate.  8. The amount of teacher talk and student talk is appropriate.  9. Cultural instruction is integrated into class activities.  10. Effective assignments.

16. Ⅳ. Assessment  The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students.  1. The teacher assesses student performance based on instructional objectives aligned to curriculum.   2. The teacher uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 

17.  3. The teacher gives constructive and frequent feedback to students on their learning.   4. The teacher uses results from multiple measures including formative and summative assessments to plan and modify instruction and to accurately report student progress. 

18. Thanks