Classroom observation activity is not only a significant professional activity for teachers, but also a critical teaching and research activity. Unfortunately, the traditional classroom observation cannot fully promote the professional development of teachers, or accelerate the pace of progress in teaching and research. For the purpose of improving teacher professional development, regular classroom observation activities, as a way of school-based research, should focus on learning in a large number of classroom observation content. In addition, taking students' "learning" as the center and teachers' "learning" as the center should be clearly defined as two principles: the object of research and evaluation is students and their learning; teachers should be regarded as learners and exchange their experiences with the attitude of learning from each other when evaluating classes.

Lin Zhu, Hongmei Feng. Focus On Learning: Learning-Centered Classroom Observation. Frontiers in Educational Research (2021) Vol. 4, Issue 7: 77-81. https://doi.org/10.25236/FER.2021.040715.

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