华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (11): 90-100.doi: 10.16382/j.cnki.1000-5560.2020.11.007

• 教师队伍建设 • 上一篇    下一篇

教师具有“以学为中心”的专业眼光吗：基于视频俱乐部的分析

夏雪梅1, 方超群2, 刘潇3   

  1. 1. 上海市教育科学研究院，上海 200032;
    2. 华东师范大学课程与教学研究所，上海 200062;
    3. 上海学习素养课程研究所，上海 200032
  • 发布日期:2020-11-16
  • 基金资助:
    国家社科基金全国教育科学“十三五”规划2019年度国家一般项目“项目化学习的中国建构与质量评估研究”（BHA190155）

Do Teachers Truly have a “Learning-centered” Professional Vision: An Analysis Based on Video Clubs

Xia Xuemei1, Fang Chaoqun2, Liu Xiao3   

  1. 1. Shanghai Academy of Educational Sciences, Shanghai 200032, China;
    2. Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China;
    3. Shanghai Research Institute of Competency and Curriculum, Shanghai 200032, China
  • Published:2020-11-16

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摘要： 众多学校和教师都宣称关注学生的学习，在课堂中进行从教到学的转型。那么教师是否具有以学为中心的专业眼光，怎样的视频能够促进教师专业眼光的发展？本研究用视频俱乐部的方法对上述问题进行研究。研究结果表明，在视频的选择阶段，教师的专业眼光水平有一定的差异，大多数视频停留在表面的活动和学习形式上，而对营造安全氛围、设计挑战性任务、引发高阶思维、同伴论争、关注个体差异等关键维度的识别不高。在视频讨论阶段，教师们关于学生学习的观点推理体现了他们的专业眼光的差异。进一步的数据分析表明，争议性较大的视频，更能促进教师专业眼光的形成。

关键词: 视频分析, 专业眼光, 视频俱乐部, 以学为中心

Abstract: Many schools and teachers claim that they stress students’ learning and endeavor to achieve the transitioning from teaching-centeredness to learning-centeredness in the classroom. So do teachers truly have a learning-centered professional vision? How can videos be used to promote the development of teachers’ professional vision? This study uses the video club approach to explore answers to the above questions. The results show that professional vision of teachers studied are more oriented towards superficial learning activities, and less oriented towards such key dimensions as creating a safe learning environment, designing challenging tasks, triggering higher-order thinking and peer arguments, and paying attention to individual differences. By analyzing three groups videos of varying degrees of learning-centeredness, it is also found that the average scores of the “focus on student” criteria and the “shared understanding” criteria are significantly different, while those of the “substantive discussion” criteria show no significant difference.

Key words: video analysis, professional vision, video club, learning-centered classroom