摘要
信息时代,技术已成为教育生态系统中不可或缺的构成要素。如何通过技术培养高效能教师成为教师专业发展中重要的研究议题之一。教学视频案例以教学观摩、教学研究为目的,以视频为主要形式,全程记录某个真实教学活动,能为教师呈现真实的课堂教学情境及向专家学习的机会,帮助教师实现隐性教学知识显性化并生成教学实践性知识。因此,可以将教学视频案例应用于教师培训工作。基于视频案例的教师专业发展实践证明,教学视频案例不仅有助于教师将理论知识与实践相联系,检验理论中的观点并形成自己的看法,还有助于教师与他人交流,使学习突破个人活动的局限。但是,在利用教学视频案例支持教师反思及共同体学习过程中,要注意突破教学实录的局限,使教学视频案例成为一个有机的资源整合体,为教师提供视频分析及标注等辅助性工具,帮助教师有效吸收教学视频案例信息并加以创新应用。
In the information era,technology is an essential element of the educational eco-system.In teachers＇ professional development,an important issue is how to develop high efficiency teachers through technology.Videotaped teaching cases,aiming at teaching observation and research,can record teacher＇s real instruction process,provide teachers with the real instructional situation and the opportunity to learn from experts,help teachers transform implicit knowledge into explicit knowledge,and produce practical knowledge about instruction.Therefore,it can be applied in teachers training.The teachers＇ professional development practice based on videotaped teaching cases proves that videotaped teaching cases can help teachers not only to associate theoretical knowledge with practical knowledge,examine the theoretical knowledge and form their own opinions,but also to communicate with others and break through the limit of individualized learning.Meanwhile,when videotaped teaching cases are used to support teachers＇ introspection and community learning,we should avoid the limits of video recording,integrate the video with other resources and provide teachers with assistant tools for video analyzing and labeling,and help them effectively absorb information from the cases and make innovative application.
出处
《现代远程教育研究》
CSSCI
2013年第4期101-106,共6页
Modern Distance Education Research
基金
2012年度教育部人文社会科学研究青年基金项目"生态学视角下的教师专业发展之技术取向问题研究"(12YJC880080)
2013年唐山师范学院科学研究基金项目"视频案例在师范生实践性知识生成中的应用研究"(2013C10)
关键词
教学视频案例
教师专业发展
个体反思性学习
共同体学习
实践研究
Video Case
Teachers＇ Professional Development
Reflective Learning
Community Learning
Practical Research
