The Strategies Research On The Observation And Evaluation Chinese Language Class Based On LICC Paradigm

In recent years, change has been a central theme of education. The ability to observe andevaluate Chinese language class as “a missing professional competence of teachers”, alongwith the “effectiveness of teaching” discussed in depth，is re-paid attention to by academia,and then sets off a small study wave.《Classroom Observation Manual》 was formed in2006,marking the birth of the LICC paradigm of classroom observation. After eight years ofcontinuous research, this paradigm matured, being promoted the use of by many primary andsecondary schools in the country.Advantages of LICC paradigm of classroom observation are scientific, professional andeasy to operate, so that originally vague observation and evaluation methods are fixed by acomprehensive and systematic framework, the process of observation and evaluation wasrule-based. However, in terms of the language subjects, such scientific, systematicapproaches may be acclimatized. Both the teaching purpose and the teaching content oflanguage subjects are vague. As a result of the unity of instrumentalization and humanity,coupled with multidisciplinary content, LICC paradigm of classroom observation isquestionable in the application of language education.Based on the interpretation from the inside out of LICC paradigm of classroomobservation and the characteristics of language subjects, through the interviews andresearches of the methods and strategies of the observation and evaluation of languagesubjects, this paper presents suggestions in the following three areas: overall interpretationand detailed analysis, quantified evaluation and qualitative interpretation, teachers’professionalism. It hopes to provide a valuable reference for the relevant study field.