方法对比

	课堂观察	话语分析	教育行动研究	民族志
领域	田野方法	质性研究	田野方法	质性
方法族	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
起源年份	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1989 (Fairclough); 1987 (Potter & Wetherell)	1940s (Lewin); educational context developed 1970s–1980s	c. 1922 (Malinowski's Argonauts of the Western Pacific)
提出者	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Norman Fairclough; Jonathan Potter and Margaret Wetherell	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Bronisław Malinowski (modern ethnography); rooted in 19th-century anthropology
类型	Qualitative and quantitative observational research	Method	Participatory qualitative research design	Qualitative fieldwork tradition
开创性文献	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Fairclough, N. (1989). Language and power. Longman.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in Practice (4th ed.). Routledge. ISBN: 978-1138504462
别名	classroom observation research, structured classroom observation, instructional observation, lesson observation	DA, Critical Discourse Analysis, Discursive Analysis	EAR, practitioner research, teacher action research, classroom action research	Etnografi, participant observation, fieldwork, ethnographic research
相关	6	2	6	5
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.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.	Ethnography is a qualitative research tradition in which a researcher immerses themselves in a social group or community over an extended period — typically three to six months or longer — to study its culture, values, and behaviours in their natural setting. Originating in social and cultural anthropology, and consolidated as a rigorous method by Bronisław Malinowski in the early twentieth century, ethnography produces rich, contextualised accounts of how people live, work, and make meaning together.