Journal of East China Normal University(Educationa ›› 2017, Vol. 35 ›› Issue (3): 126-133+172+173.doi: 10.16382/j.cnki.1000-5560.2017.03.013

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Classroom Video Analysis: Theoretical Approaches, Methods and Applications

ZHENG Tainian, TONG Yuting   

  1. Institute of International and Comparative Education, Faculty of Education, East China Normal University, Shanghai 200062, China
  • Online:2017-06-20 Published:2017-05-16

Abstract: Classroom video analysis provides a new tool and technique to collect data for the research on teaching and learning processes and their internal and proximal factors, thus contributing to improved empirical research in education. This kind of analysis has been widely applied in various researches on teaching practices and underlying laws, comparative studies of classroom teaching and learning, teaching improvement and learning environment design, construction of instructional theories and improvement of teaching education. Many theoretical approaches have been developed, among which are subject matter content approach, neo-Vygotskyan approach, classroom talk, conversational analysis, micro-ethnographic approach, context analysis and phenomenological analysis and the updated version of some of approaches. The unit of analysis in classroom involves problem focus, instant image or scene, utterance, move or conversation, episode, or the whole period/activity.

Key words: video analysis, research on teaching and learning, classroom video