摘要
近二十年来,课堂视频分析的方法在教育研究、教学实践和教师教育中得到频繁运用。学生学习历程的视频分析以学生学习历程追踪为中心,通过连续录制和微观镜头方式实现精准、真实的学习发生过程的数据采集和数据分析,并根据学生的学习困境和需求进行课堂变革。本研究采用扎根理论的方法,对12位长期采用学生学习历程视频分析的成熟型教师进行访谈,并对其常态化教研过程进行观察,发现学生学习历程视频分析可以深刻嵌入教师的日常工作和教研情境之中,基于实证,真正触动教师转换视角。教师借此深刻理解学生的困境和需求,并对传统的教学方式进行批判性反思,逐渐成为课堂教学的实践型研究者,而将学生学习历程视频分析作为校本研修和区域研修的通用方法,也能有效促进教师的大规模课堂变革。
In the past two decades,the method of video analysis has been frequently used in educational research,teaching practice,and teacher education.Video analysis of students' learning process is to track students' actual learning process and collect data by continuously video-recording them with micro-lens and to improve teaching based on students' learning difficulties and needs.This research adopts grounded theory to conduct follow-up research on 12 teachers who have applied video analysis of students' learning process for a long time,which find that Video analysis of students' learning process can be deeply integrated into teachers' daily work and teaching research situations.Based on empirical evidence,it truly touches the teacher's transformation of perspective.Teachers deeply understand students' difficulties and needs,and critically reflect on traditional teaching methods.Teachers have gradually become practical researchers in classroom teaching.Using video analysis of students' learning experiences as a universal method for school-based and regional training will effectively promote large-scale classroom change for teachers.
作者
陈静静
谈杨
CHEN Jingjing;TAN Yang(School of Education,Shanghai Normal University,School of Management,Fudan University,Shanghai 200433)
出处
《教育发展研究》
北大核心
2024年第2期69-76,共8页
Research in Educational Development
关键词
学生学习历程
视频分析
课堂变革
扎根理论
students'learning process
video analysis
classroom transformation
grounded theory
