听评课中新手教师与经验教师评价的实证研究

Empirical Research on Novice and Experienced Teachers' Appraise in Classroom Observation

"听评课"是我国基础教育中校本教研的主要活动,也是教师专业发展的一种重要模式。自2004年起有关听评课的研究逐年增加,课堂观察和同僚评课的方法与效果受到广泛的关注。一些研究指出了听评课低效率的现象,但并未从实证角度解明这一问题的本质。该研究通过新手教师和经验教师的比较发现,新手和经验教师虽然在课堂观察后的定量评价上不存在显著差异,但质性评价差异较大。造成这一差异的原因在于新手教师缺少大量可用于对比的教学脚本和图式,新手教师和经验教师由于缺乏评课所需的理论知识,均不能对所评教学进行准确描述。这些实证结论表明,为了增强听评课的效果,还需要为教师提供有效的观察工具和理论知识。

＂Classroom Observation and Peer Appraise＂ is one of the main activities in school-based teaching and researching practice in Chinese KI2 education. It is also an important method in teachers＇ professional development. Research on this activity had been increasing since 2004, thus aroused extensive attention about classroom observation and peer appraise＇ methods and effects. Previous studies had pointed out the low efficiency in practice, but there had been no insight on its nature in empirical point of view. Our Research compares the appraise of novice and experienced teachers, and finds that the quantitative assessment shows no significant difference between the two groups, while the qualitive comments show discrepancy. The reason for this discrepancy is that novice teachers lack the scripts and schemas of teachings that they can compare. Both novice and experienced teachers could not describe the classroom process observed accurately, which shows that they do not have theoretical knowledge needed. The result implies that professional observation tools and theoretical knowledge might be the way to improve the efficacy of Classroom Observations.