课堂影像拍摄与转录的若干议题:基于互动分析方法的探讨

Recording and Transcription of the Classroom Video Through the Lens of Interaction Analysis

课堂互动分析是一种探究师生互动行为的研究取径。自20世纪七八十年代以来,新维果茨基学派、微观民族志、会话分析等理论取径在美国兴起,互动分析方法受到了教育学界的重视。由于强调实时、微观、具体的情境,这种方法极大地依赖于课堂影像的录制与分析。为了最大程度地记录"真实",课堂影像的拍摄需要遵循一定的规范;然而,任何影像都不可避免地涉及到拍摄者的存在与视角,因此研究者必须时刻审视自身的立场。并且,将影像转录为文字的工作也暗含着记录者的视角,影响阅读者的视角,进而影响随后的研究分析,因此研究者必须对"从上至下"、"从左至右"的偏见保有自觉,并在转录过程中尽可能地克服这些偏见。

Classroom interaction analysis is an approach of investigating student-teacher interaction. Since 1970s, along with the Neo-Vygotskian theories of learning, microethnography, and conversation a- nalysis, this approach has been emphasized in the United States. Due to the nature of micro-level, situated and moment-to-moment analysis, it largely relies on the recording and analysis of classroom videos. In or- der to document real-time events in the classroom, several rules about videotaping should be followed. In the meantime, because it is inevitable that personal perspectives get involved in the video, the researcher should carefully review his or her stances. In addition, since the researcher＇s perspectives would also be involved in the process of transcription and affect the following analyses, some top-to-bottom and the left- to-right biases should be aware of and overcome in the transcription process.