视频案例教学在教师教育领域中的实践与创新  

Practice and Innovation of the Video-based Case Method Applied in Teacher Education

作　　者：肖善香[1] 吴素萍[1] 高建鸿[1] 

机构地区：[1]萍乡高等专科学校外语系,江西萍乡337055

出　　处：《湖南师范大学教育科学学报》2013年第2期31-33,共3页Journal of Educational Science of Hunan Normal University

基　　金：江西省2011年社会科学规划项目[11WX333];江西省教改课题[JXJG-09-23-1]

摘　　要：伴随着现代技术的发展,视频案例教学逐渐取代传统的文字案例教学,并日益受到教师教育者的青睐。早期视频技术主要用于微格教学或对视频案例的被动观看与模仿。进入20世纪80年代后,随着认知心理学的不断发展,研究者和教师教育者把目光从对受训教师行为的关注转向对教师认知思维的关注,视频案例在教师教育中的运用也进入了一个新阶段。超越学生对案例进行简单模仿的刻板方式,探索利用视频技术自制教学案例、集体评析视频案例、运用超媒体链接探究案例并开展线上沙龙等新方式,增强学生的学习自主性,促进学生思维能力和教学技能的同步提高。With the development of modern technology, video-based case method gradually becomes the teachers＇ pref- erence as a replacement of the traditional writing-case teaching. Early video technology was mainly used in micro-teaching or passive-watching and imitating due to the influence of behaviorist psychology. The educators of the time regarded teach- ing as a simple mechanical process of stimulation reaction; automatic mastery of the teaching skill could be achieved by repeated viewing, imitation and practice. As the time progressed to 1980＇s, the implications of cognitive psychology helped researchers and educators shift their concerns from the trainee teachers＇ behavior to teachers＇ cognitive thinking, which symbolizes that video-case in teacher education has entered a new stage. In this paper, the author, along the development path of the video-based case method, goes beyond the stereotyped manner of the simple imitation, exploring the innovative uses of it, such as self-made video cases, peer-analysis of video cases, hyper-media links in class and the new online sa- lon after class. As a result, students＇ learning autonomy is enhanced, students＇ thinking ability promoted and teaching skills imuroved as well.

关 键 词：视频案例法 教师教育 实践 创新 

分 类 号：G451.2[文化科学—教育学]