STEM教育课堂的教学质量评价可以通过课堂观察路径实现，而针对STEM课堂所开展的科学有效的课堂观察，则需要需要精心设计的系统提供手段保障。这就意味着，课堂观察工具的发展，在某种意义上，对STEM教育课堂教学质量的评价与改进有着不可忽视的重要意义。因此，本研究通过相关文献查阅，对美国基于课堂观察路径的STEM教育教学质量评价工具的发展进行梳理，认为可以将其划分为萌芽起步期、实践发展期和专业成熟期三个发展阶段，且整体而言，通过对三个发展阶段的总结，认为以课堂观察路径为例的美国STEM教育教学质量评价工具发展呈现严谨化、专业化的总体特征，且可以从工具数量、研发机构、观察手段、观察目的、观察视角、研发方法、保障体系分别进行阐释。

The evaluation of teaching quality in STEM education classrooms can be achieved through classroom observations. Scientific and effective classroom observations for STEM classrooms require well-designed Systems, which means that the development of classroom observation tools, in a certain sense, has an important significance for the evaluation and improvement of STEM education classroom teaching quality. Therefore, this study sorts out the development of the United States STEM teaching quality evaluation tools, based on classroom observations. According to the relevant literature review, I believe that it can be divided into three stages of development: “Germination Start”, “Practice Development” and “Professional Maturity”. On the whole, through the summary of the three stages of development, it is considered that the development of the STEM education and classroom observation teaching quality evaluation tools in the US presents a rigorous and professional overall feature, and can be obtained from number of tools, research and development institutions, observation methods, observation purposes, observation angles, research and development methods, and security Systems.