借助录像分析技术评估教师专业发展效果——以概念转变教学专业发展为例  

Application of Video Analysis in Evaluating the Effect of Teacher Professional Development——Taking the Conceptual Change Professional Development as an Example

作　　者：李诺[1] 郭舒晨 刘恩山[1] LI Nuo;GUO Shu-chen;LIU En-shan(College ofLife Sciences,Beijing Normal University,Beijing,100875,China;School of Education,Nanjing Normal University,Nanjing,Jiangsu,210023,China)

机构地区：[1]北京师范大学生命科学学院,北京100875 [2]南京师范大学教师教育学院,江苏南京210023

出　　处：《教师教育研究》2023年第3期91-98,共8页Teacher Education Research

基　　金：北京市教委“北京市初中科学教师国际研修项目”(PXM2015_014202_000078)。

摘　　要：教育信息化推动了课堂教学的革新,也对教育研究分析工作提出了更高的要求。录像分析技术作为课堂教学研究中的新兴手段,在评估教师参与专业发展培训后的课堂教学效果上具有重要价值。为了解该技术在实践中的应用情况,研究基于一次概念转变教学主题的教师专业发展项目,构建录像分析编码表,对教师参与培训前后的课堂教学录像进行了纵向及横向双重编码分析。结果显示,借助录像分析手段能够明确教师在培训后的课堂实践行为发生的真实改变,且这种改变具有个体差异性,不同的教学策略呈现一定的变化规律。该研究结果将为未来录像分析技术在教师专业发展研究中的实践应用提供借鉴。Educational informatization promotes the innovation of classroom teaching and puts forward higher requirements for educational research and analysis.As a new means of classroom teaching research,video analysis has important value in evaluating the classroom teaching effect after teachers participate in professional development.In order to understand the ap-plication performance of this technology in practice,the teacher professional development program based on a teaching of conceptual change theme is studied,the video analysis coding table is constructed,and the classroom teaching videos before and after teachers’participation in this program are analyzed by vertical and horizontal double coding.The results show that with the help of video analysis,it can be clear that teachers’classroom practice behavior has changed after training,this change has individual differences,and different teaching strategies show a certain change law.The research results will pro-vide reference for the practical application of video analysis technology in teachers professional development research in the future.

关 键 词：录像分析 课堂教学 教师专业发展 概念转变教学 

分 类 号：G451[文化科学—教育学]