introduction

This article introduces the new era of cultivating core competencies in Chinese basic education and emphasizes the elaboration of the connotation of core competencies in the "Compulsory Education English Curriculum Standards (2022 Edition)". Point out the difficulties that teachers face in understanding the goals of the learning stage and classroom level when implementing core literacy goals in the classroom, as well as the problem that the curriculum standard does not fully classify and describe core literacy according to listening, speaking, reading, and writing goals. The proposed classroom observation scale is an effective tool to solve these problems. This article constructs the PASCL listening and speaking classroom observation scale from the perspectives of teachers and students, aiming to promote student development and achieve the core literacy goals of the subject.

The Construction Background of PASCL Listening and Speaking Classroom Observation Scale

The limitations of the application research of English classroom observation scales were discussed, pointing out the shortcomings of existing scales in terms of pertinence, reference system, and observation content. Through a search on China National Knowledge Infrastructure, it was found that there is relatively little research on English classroom observation scales based on core competencies, especially for scales related to listening and speaking classes. At the same time, the problems encountered by teachers in classroom observation practice were analyzed, such as the lack of specificity in traditional scales, the time-consuming and inconvenient LICC model, and the unsuitability of the COLT scale for specific lesson types. To address these issues, the author proposes the necessity of constructing the PASCL Listening and Speaking Classroom Observation Scale to achieve classroom observation towards the core literacy goals of the subject.

Construction of PASCL Listening and Speaking Classroom Observation Scale

The construction process of the PASCL Listening and Speaking Classroom Observation Scale was elaborated in detail, including clarifying the evaluation purpose, selecting suitable indicators and evaluation criteria, developing specific observation items, determining evaluation scales, and internalizing the scale content. The scale is guided by the achievement of core literacy goals and designed with 4 teaching objectives, 12 performance levels, and 25 observation dimensions in accordance with the requirements of the curriculum standards. Observers evaluate the rationality and achievement of teaching objectives by recording key aspects of teachers and students. The evaluation scale adopts quantitative levels, making it easier for observers to evaluate. Teachers need to ensure consistency between literacy goals, teaching, and evaluation when constructing and using scales, and continuously optimize the scales through practice. The scale provides a flexible template for teachers to choose observation dimensions based on classroom content and conduct targeted observation and evaluation.

conclusion

The PASCL Listening and Speaking Classroom Observation Scale helps teachers prepare lessons efficiently, determine teaching objectives, and implement reverse teaching design; Promote students to achieve a combination of learning and thinking, and to put creativity first through the perspective of English learning activities under the guidance of thematic significance; Enable observers to observe and evaluate teacher and student behavior in a targeted manner, promote the new curriculum reform, and ensure that the core competencies of the subject are implemented in every class.