方法对比

	课堂观察	教育行动研究
领域	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline
起源年份	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1940s (Lewin); educational context developed 1970s–1980s
提出者	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
类型	Qualitative and quantitative observational research	Participatory qualitative research design
开创性文献	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
别名	classroom observation research, structured classroom observation, instructional observation, lesson observation	EAR, practitioner research, teacher action research, classroom action research
相关	6	6
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.	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.