课件分析视域下的教与学:打开课堂教学黑箱的另一种路径——基于OECD“全球教学洞察”项目的课件评价方法及结果发现

Teaching and Learning Through Lens of Artefact Analysis: Another Approach to Opening Black Box of Class Teaching——Based on Methodology and Results from GTI Project by OECD

近年来,在教育领域,视频研究在我国的发展方兴未艾。视频研究不仅采集视频,以反映教师在课程实施中的行为表现,还同时采集教科书、任务单、作业和演示PPT等课件,以反映教师在预期课程中所设计的学习机会。OECD在全球范围开展的“全球教学洞察”(GIT)项目的特色之一是在统一的评价维度下独立于视频单独对课件进行评分和分析,旨在从课件的视角洞察系统层面各国及地区的教学质量,以丰富教学改进的路径。本研究旨在阐释和分析GTI项目所运用的课件评价方法、技术以及主要的发现,以提出改进我国本地化课件评价研究的建议,包括借助教育智能化发展大规模课件评价,促进“概化理论”(G-Theory)在课件评价质量监测和保障中的应用等。

In recent years, video study is flourishing in the field of education in our nation. Video study not only collects videos with aim to investigate on teachers’ behavior in implemented curriculum but also captures artefacts with aim to investigate on learning opportunities designed by teacher in intended curricula. Global Teaching Insights(GTI) Project, which is organized globally by OECD, features in coding and analyzing artifact data in dependent of video with purpose of investigation on quality of teaching practices across countries and regions from lens of artefact only and enriching methods for teaching improvement. This study attempts to propose suggestions on how to improve our local study on artifact-based evaluation research through illustrating and analyzing methodology, techniques in appraisal of artefacts used by GTI Project as well as the initial findings. Suggestions include promotion large-scale appraisal of artefacts through use of digital technology in education, application of G-Theory in quality assurance of artifact evaluation.