摘要
课堂教学录像分析是教师用视频分析软件分析课堂教学录像,提升教师的反思教学能力、教学实践能力、合作交流能力以及研究能力,促进教师专业成长的一项教学学术实践活动。课堂教学录像分析经历了前科学分析、技术取向的量化分析、实践取向的质化分析以及创造取向的建构性分析等四个阶段。在实施创造建构性课堂教学录像分析的过程中,以视频分析软件作为分析课堂教学的工具,强调教师作为行动者和反思者二者之间的相互作用,藉由同事对话,解决问题,澄清概念,建构实践知识,统整教学理论与实践,促进教师的专业成长。
Classroom teaching video analysis is a teching academic practice. This article systematically inquires that teachers watch the classroom teaching video by using the analytic video software in order to improve teachers＇ teaching reflection ability,teaching ability,cooperation ability and research ability,so as to promote teachers＇ professional development. Classroom teaching video analysis has experienced four stages,namely pre-scientific analysis,technology-oriented quantitive analysis,practice-oriented qualitive analysis and creation-oriented constructive analysis. In the process of creating constructive classroom video teaching analysis,we should emphasize the teachers＇ role as the actors and reflect on the interaction between them. By means of video analysis software,we can construct practice knowledge,integrate teaching theory with practice and promote teachers＇ professional development through teacher dialogue,problem solving and clarification of concept.
出处
《山西师大学报（社会科学版）》
2016年第1期97-102,共6页
Journal of Shanxi Normal University(Social Science Edition)
基金
山西省高等学校教学改革项目(2011042)
山西省"十二五"教育规划课题(PX-13019)
关键词
课堂教学录像分析
反思
教师专业成长
analysis of classroom teaching video
teacher reflection
professional development of teachers
