A Classroom Observation Scheme for Teacher Questioning and Corrective Feedback for Senior High School English Reading Class under Core Competence
Abstract
Classroom observation is an effective way to improve classroom quality. However, most of the tools used in the current classroom observation research are universal, which can not highlight the characteristics of the discipline, not to mention the classroom observation based on key competence. The development of classroom observation scale based on the development of students’ core literacy can promote the development of teachers’ professional development and students’ core literacy simultaneously.
Keywords
Full Text:
PDFReferences
Brock C. 1986. The effect of referential questions on ESL classroom discourse. TESOL Quarterly, (20):47-59.
Nunan D. 1987. Communicative language teaching:making it work. ELT, (21):14-25.
The Ministry of Education of the People’s Republic of China (MOE). 2018. English Curriculum Standards for Senior High Schools (2017 Edition). Beijing: People’ s Education Press.
An FY, Li H, Li N & Wu T. 2014. Revision of Questioning and Feedback Observation Scale in Middle School English Class. Crazy English (Teacher Edition) (01), 86-89.
Cui YK. 2012. On Classroom Observation LICC Paradigm: A Kind of Professional Listening and Commenting. Educational Research(05), 79-83.
Wang Q. 2017. Teaching English Reading in the Context of Core Literacy: Problems, Principles, Goals and Approaches. English Learning (02), 19-23.
Zhang CQ, He DL, Sun AJ, Jiang JJ & Bi XL. 2018. Construction of a High School English Classroom Observation Scale from the Perspective of English Learning Activities. English Learning(03), 5-8.
DOI: http://dx.doi.org/10.18686/ahe.v6i24.5581
Refbacks
- There are currently no refbacks.
