ABSTRACT Recent systematic observations of UK classrooms are reviewed. Findings about how verbal teacher-feedback and students’ on-task behaviour are associated are discussed. The method, utility and impact of this type of quantitative research are discussed using a large-scale (mass) secondary school study. Findings include: the use of positive feedback by secondary teachers was not associated with students staying on-task more; teachers who talked more when teaching was not associated with students staying on-task more; secondary teachers use positive or critical verbal feedback in relation to academic work and/or behaviour proportionately in similar ratios to primary teachers; students are more on-task with more experienced teachers; more experienced teachers use more verbal behaviour including verbal feedback; teachers use less verbal feedback in inverse proportion to year-group seniority; older secondary students (by year group) are less on-task – irrespective of teacher feedback; secondary students are less on-task (78.15%) than primary students (85.23%).

中文翻译：

---

最近大规模系统的英国课堂观察、方法和发现、效用和影响的回顾

摘要 回顾了最近对英国课堂的系统观察。讨论了关于教师的口头反馈和学生的任务行为如何相关联的发现。使用大规模（大规模）中学研究讨论了此类定量研究的方法、效用和影响。调查结果包括：中学教师使用积极反馈与学生更多地完成任务无关；教学时说话多的老师与学生更多地完成任务没有关联；中学教师在学术工作和/或行为方面使用积极或批判性的口头反馈，其比例与小学教师相似；学生可以在更有经验的老师的指导下完成任务；更有经验的教师使用更多的口头行为，包括口头反馈；教师使用较少的口头反馈与年级年资成反比；大一点的中学生（按年级）不太认真——不管老师的反馈如何；中学生 (78.15%) 比小学生 (85.23%) 更少完成任务。