美国课堂教学观察量规TDOP研究  

Research and Enlightenment of American Classroom Teaching Observation Rule TDOP

作　　者：张兰 高巍[2] ZHANG Lan;GAO Wei(College of Chemistry,Central China Normal University,Wuhan 430097,China;College of Education,Central China Normal University,Wuhan 430097,China)

机构地区：[1]华中师范大学化学学院,湖北武汉430079 [2]华中师范大学教育学院,湖北武汉430079

出　　处：《高等教育研究学报》2022年第1期17-23,共7页Journal of Higher Education Research

基　　金：华中师范大学2021年教师教育专项研究项目(CCNUTElll2021-02);中央高校基本科研业务费专项资金资助青年团队项目(CCNU19TD015);湖北省教研项目(2020122)。

摘　　要：美国课堂教学观察量规TDOP是通过记录更细粒级的变量捕捉课堂动态实时变化的工具,其代码分为教学方法、师生互动、教学技术、学生的认知需求、教学策略、学生参与度六个维度,涵盖了课堂教学的不同方面。明确详尽的维度分类、在线的数据储存、管理和IRR测试保证了观察者能客观地描述课堂并得出可视化的数据报告,弥补了以往研究者采用较为单一的维度无法全面表述复杂的教学实践的不足。本文详细介绍TDOP研发背景、指标体系、实施方法,深入探讨其在课堂教学中的应用价值与局限,以期为改进国内课堂教学提供借鉴。The American classroom teaching observation rule TDOP is a tool that captures real-time changes in classroom dynamics by recording more granular variables.It divides codes into teaching methods,teacher-student interaction,teaching technology,students’cognitive needs,teaching strategies,and student participation.The six dimensions cover different aspects of classroom teaching.Its clear and detailed dimensional classification,online data storage,management and IRR testing ensure that observers can objectively describe the classroom and obtain visual data reports,which makes up for the fact that the relatively single dimension used by researchers in the past cannot fully express the complex teaching practice.This article introduces the background,index system,and implementation methods of TDOP in detail,and discusses the value and limitations of its application in middle school teaching in order to provide references for domestic classroom teaching practice.

关 键 词：TDOP 课堂观察 教学维度 

分 类 号：G649[文化科学—高等教育学]