整合视频分析，加强课堂学习中的协作反思

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-08-01 DOI:10.1016/j.tate.2025.105167

Yang Lin

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引用次数: 0

摘要

课堂观察与分析的不当实施会削弱课堂学习的有效性。本研究探讨整合视频分析作为现场观察的补充是否可以提高LS的协同反思。一组四年级数学教师分别进行了一次传统LS和一次视频课堂研究（VBLS）。通过对教师课后讨论的比较，我们发现VBLS中教师的谈话更具探索性，因为教师更频繁地解释、挑战和构建他人的观点。访谈数据显示，在个别视频分析中，教师受益于对学生学习的集中观察、对关键教学问题的识别以及对教学的综合分析。此外，本文还讨论了促进教师学习的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Integrating video analysis to enhance collaborative reflection in lesson study

Improper implementation of classroom observation and analysis impairs lesson study (LS) effectiveness. This study explored whether integrating video analysis as a supplement to live observation can improve collaborative reflection in LS. A group of four fourth-grade mathematics teachers successively conducted one traditional LS and one video-based lesson study (VBLS). A comparison of teachers' post-lesson discussions revealed more exploratory talk in the VBLS, as teachers more frequently explained, challenged, and built on others’ ideas. The interview data revealed that teachers benefited from the focused observation of student learning, identification of crucial pedagogical problems, and integrated analysis of teaching in individual video analysis. Furthermore, the implications for enhancing teacher learning in LS were discussed.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.