方法对比

	课堂观察	项目评估
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	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
提出者	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Michael Scriven; Daniel Stufflebeam; Peter Rossi
类型	Qualitative and quantitative observational research	Applied evaluation methodology
开创性文献	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
别名	classroom observation research, structured classroom observation, instructional observation, lesson observation	evaluation research, program assessment, educational evaluation, systematic program evaluation
相关	6	3
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.	Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes.