现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2013年
4期
101~106
,共null页
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
教學視頻案例 教師專業髮展 箇體反思性學習 共同體學習 實踐研究
교학시빈안례 교사전업발전 개체반사성학습 공동체학습 실천연구
Video Case; Teachers＇ Professional Development; Reflective Learning; Community Learning; Practical Research
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。
信息時代,技術已成為教育生態繫統中不可或缺的構成要素。如何通過技術培養高效能教師成為教師專業髮展中重要的研究議題之一。教學視頻案例以教學觀摩、教學研究為目的,以視頻為主要形式,全程記錄某箇真實教學活動,能為教師呈現真實的課堂教學情境及嚮專傢學習的機會,幫助教師實現隱性教學知識顯性化併生成教學實踐性知識。因此,可以將教學視頻案例應用于教師培訓工作。基于視頻案例的教師專業髮展實踐證明,教學視頻案例不僅有助于教師將理論知識與實踐相聯繫,檢驗理論中的觀點併形成自己的看法,還有助于教師與他人交流,使學習突破箇人活動的跼限。但是,在利用教學視頻案例支持教師反思及共同體學習過程中,要註意突破教學實錄的跼限,使教學視頻案例成為一箇有機的資源整閤體,為教師提供視頻分析及標註等輔助性工具,幫助教師有效吸收教學視頻案例信息併加以創新應用。
신식시대,기술이성위교육생태계통중불가혹결적구성요소。여하통과기술배양고효능교사성위교사전업발전중중요적연구의제지일。교학시빈안례이교학관마、교학연구위목적,이시빈위주요형식,전정기록모개진실교학활동,능위교사정현진실적과당교학정경급향전가학습적궤회,방조교사실현은성교학지식현성화병생성교학실천성지식。인차,가이장교학시빈안례응용우교사배훈공작。기우시빈안례적교사전업발전실천증명,교학시빈안례불부유조우교사장이론지식여실천상련계,검험이론중적관점병형성자기적간법,환유조우교사여타인교류,사학습돌파개인활동적국한。단시,재이용교학시빈안례지지교사반사급공동체학습과정중,요주의돌파교학실록적국한,사교학시빈안례성위일개유궤적자원정합체,위교사제공시빈분석급표주등보조성공구,방조교사유효흡수교학시빈안례신식병가이창신응용。
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.
