课堂录像促进教师专业研修:框架、应用及反思

Discussing on Classroom Video in Teacher Professional Development:Frameworks,Application and Implications

目前对教师专业发展的研究已经深度关注教师的课堂教学,由于课堂教学的复杂性,课堂录像已经成为课堂教学研究的重要手段,也是促进教师专业研修的有效途径。本文介绍了以色列和美国两个课堂教学研究项目中分析课堂录像的两种框架,其中VIDEO-LM项目的"六棱镜"框架可以让我们更加注意关注课堂观察或录像分析中容易忽视的视角; TEAMS项目的象限编码系统则可以通过量化的方式精准定位课堂教学并明确改进完善的方向。本文随后以一节美国七年级的数学课为例,讨论了这两种框架的应用。用课堂录像促进教师专业研修时应做到:在研究课堂录像之前应准备好合适的分析框架或观察工具;需要利用分析框架拓展观察视角;需要利用分析框架更加精准地对课堂教学进行定位并明确改进和完善的方向。

In recent years,classroom teaching has been gaining popularity in the field of teacher professionalization,and classroom video has become an important tool for looking deeply into classroom teaching,and also an effective approach to prompting teacher’s professional development.This article introduced two frameworks for analyzing classroom videos in research projects of classroom teaching in Israel and US,"Six-Lens Framework"can help us focus more on the perspectives that are likely to be ignored in normal classroom observations and/or video analyses;whilst the Quadrants Coding Scheme in TEAMS program enables putting a lesson in a decided quadrant using quantitative methods and making the direction for improvement explicit.Applications of these two frameworks were further discussed by taking a video of grade-7 mathematics lesson in the US as an example.Attention should be paid to points as follows when using classroom videos in the context of teacher’s professional development:appropriate frameworks and/or observation tools need to be prepared before studying the videos;frameworks needs to be used to extend the perspectives for observation;and the framework should be used to more accurately evaluate lessons and determine the direction for improvement.