A Study Of Applicability Of LICC Classroom Observation Paradigm To English Classroom Observation And Evaluation In Senior High Schools

In recent years,cultivating students' English key competency has become the first task for English teachers.To accomplish it,English teachers need to develop their teaching skills.Among the various ways of improving teachers' teaching,participating in English classroom observation and evaluation has become the most convenient and effective way.However,based on the author's teaching practice,in the implementation of English classroom observation and evaluation,there are many problems which affect English teachers' professional development.As a new paradigm of classroom observation,LICC classroom observation paradigm consists of four dimensions,referring to Students' Learning(Learning),Teachers' Teaching(Instruction),Course Nature(Curriculum)and Classroom Culture(Culture).In the paradigm,teachers need to record,analyze and study teachers' and students' behaviors with clear observation purposes so as to improve teachers' teaching ability and promote students' learning ability.Since the birth of LICC paradigm in 2006,more and more researchers have started to research it,but the researches particularly applying it to English classroom observation and evaluation in senior high schools are relatively few.Therefore,the research combines LICC classroom observation paradigm with English classroom observation and evaluation and tries to answer the following questions:First,what's the current situation of English classroom observation and evaluation in senior high schools?Second,is it applicable to apply LICC classroom observation paradigm to English classroom observation and evaluation? In which aspects?Third,what aspects should be considered for the purpose of better applicability when LICC classroom observation paradigm is applied in English subject?In order to answer the questions mentioned above,the author conducted the research lasting about five months.During the research,questionnaire was distributed to 31 senior high school English teachers from two senior high schools,followed by classroom observation and individual interviews in the two senior high schools.The research results are as follows:First of all,the current situation of English classroom observation and evaluation is unsatisfactory and there are many problems,which indicates that the form of traditional English classroom observation and evaluation needs to be changed urgently.What's more,it is applicable to apply LICC classroom observation paradigm to English classroom observation and evaluation in senior high schools,which enhances English teachers' sense of cooperation,helps English teachers have the better understanding of the final aim of English classroom observation and evaluation,diagnoses English teachers' teaching activities systematically and ensures that the procedures in English classroom observation and evaluation can be carried out effectively.Last but not least,according to the characteristics of English,for the purpose of better applicability,it is necessary to enrich observation scales so as to meet the need of the humanity in English subject and to form cohesive chains of observation scales in order to evaluate English classes from various angles.Based on the above findings,the thesis presents some suggestions for school leaders and senior high school English teachers,hoping to provide some enlightenments on English classroom observation and evaluation in senior high schools.