以学生为主体的“参与式”课堂教学水平的跨国比较——基于OECD全球教学洞察视频研究数据的聚类分析

Cross-national Comparative Study on Level of Student-Centered Participatory Class Teaching Based on Cluster Analysis on OECD GTI Video Study Dataset

自20世纪50年代以来,各国教育体系深受进步主义教育思潮的影响,倡导和发起以学生为中心,以培养学生思维习惯为教学目标的课程改革,转变传统教师主导,以知识灌输和技能训练为特征的教学模式。半个多世纪过去了,以学生为主体的参与式课堂教学在不同国家或地区的发展水平如何?本研究利用经合组织近期发布的8个国家或地区的全球教学洞察(GTI)视频研究数据,通过对课堂中教师和学生行为的观测性数据进行聚类分析后甄别出处于不同发展水平的参与式教学的课堂。本研究发现,第一,中国上海1/3的课堂处于高水平的参与式教学,但2/3的课堂仍处于中低水平的发展阶段;第二,在学生情感参与水平和行为参与的质量上,德国、日本和英国英格兰的课堂优势明显。因此,建议进一步利用GTI视频研究数据库对参与式教学水平高的课堂进行教学片段的甄别和筛选,以为我国当下的课程教学改革提供全球范围和本地的可借鉴、可参考的教学样例。

Since the 1950 s,deeply influenced by thoughts and ideas of progressive education,countries initiated curriculum reforms with the shift from teacher-directed teaching with focusing on knowledge transmission and skills practices to student-centered teaching with focusing on developing student thinking.After more than 50 years,to what extent participatory class teaching has been developed across countries and regions?This study aims to identify different development levels of participatory class teaching based on cluster analysis on observation data about student and teacher behaviors captured by GTI Video Study result,which is officially released by OECD and joined by eight education systems.Primary findings include,firstly,one-third of Shanghai classrooms are at the high level of participatory class teaching while two-third are at the lower medium level.Secondly,classes in Germany,Japan,and England(UK)have a higher level of student emotional and behavioral participation.Therefore,the selection and identification of a high level of participatory class teaching through further use of the GTI Video Study dataset can provide us with a world-wide learnable and referential teaching model to inform our current curricula and teaching reform.