方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 课堂观察× | 话语分析× | |
|---|---|---|
| 领域≠ | 田野方法 | 质性研究 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1989 (Fairclough); 1987 (Potter & Wetherell) |
| 提出者≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Norman Fairclough; Jonathan Potter and Margaret Wetherell |
| 类型≠ | Qualitative and quantitative observational research | Method |
| 开创性文献≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Fairclough, N. (1989). Language and power. Longman. link ↗ |
| 别名≠ | classroom observation research, structured classroom observation, instructional observation, lesson observation | DA, Critical Discourse Analysis, Discursive Analysis |
| 相关≠ | 6 | 2 |
| 摘要≠ | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. | Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures. |
| ScholarGate数据集 ↗ |
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