本文關(guān)鍵詞：教學(xué)視頻分析對師范生教學(xué)知識發(fā)展的實(shí)驗(yàn)研究　出處：《西南大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 教學(xué)視頻 師范生 教學(xué)知識

【摘要】：師范教育是教師教育的起點(diǎn),是對教師職業(yè)生涯的奠基,對教師的專業(yè)發(fā)展起著至關(guān)重要的作用。然而目前師范教育的質(zhì)量受到質(zhì)疑,師范生在職業(yè)生涯的初期屢屢受挫。職前教師需要儲備哪些核心教學(xué)知識,職前教師教學(xué)知識的獲取途徑有哪些是教師教育研究的焦點(diǎn)。以視頻為基礎(chǔ)的職業(yè)培訓(xùn)在各個(gè)行業(yè)的發(fā)展已經(jīng)初具規(guī)模,近幾年教育領(lǐng)域開始思考教學(xué)視頻分析在教師教育中的作用。越來越多的學(xué)者致力于教學(xué)視頻分析工具的設(shè)計(jì),希望視頻分析在醫(yī)學(xué)等領(lǐng)域的成功能在教育學(xué)領(lǐng)域成功移植。通過對相關(guān)文獻(xiàn)的梳理,筆者發(fā)現(xiàn)目前所有的研究都建立在“教學(xué)視頻分析對教師發(fā)展有促進(jìn)作用”這一假設(shè)上。但教學(xué)視頻分析對教師發(fā)展是否有用,在教師教學(xué)知識形成的哪些方面有作用,教學(xué)視頻分析對教學(xué)知識發(fā)展的作用機(jī)理還有待討論。本文采用等組四組實(shí)驗(yàn)法作為主要研究方法來探究教學(xué)視頻分析對師范生教學(xué)知識發(fā)展的作用。全文共分為五章。導(dǎo)論部分闡述了本研究的選題源由、研究背景、研究目標(biāo)與意義,并對相關(guān)概念進(jìn)行了界定；第一章為實(shí)驗(yàn)設(shè)計(jì),介紹了本研究的實(shí)驗(yàn)?zāi)康摹?shí)驗(yàn)程序、實(shí)驗(yàn)假設(shè)；第二章為實(shí)驗(yàn)準(zhǔn)備,首先介紹了實(shí)驗(yàn)中使用的等組四組實(shí)驗(yàn)法和實(shí)驗(yàn)器材。通過文獻(xiàn)梳理、被試訪談和專家建議得出了師范生亟待掌握的核心教學(xué)知識項(xiàng)目：課程知識、教學(xué)法知識、教學(xué)管理知識。并對這三項(xiàng)教學(xué)知識進(jìn)行細(xì)化與編碼,形成30個(gè)支項(xiàng)目。項(xiàng)目的編碼得到專家的認(rèn)同。其次,介紹了被試的選擇分組,通過培訓(xùn)使被試明了實(shí)驗(yàn)的目的、程序和視頻分析過程中的具體操作,確保被試對實(shí)驗(yàn)的準(zhǔn)備狀態(tài)達(dá)到同一程度。第三章為實(shí)驗(yàn)實(shí)施,主要介紹了實(shí)驗(yàn)具體進(jìn)程和數(shù)據(jù)收集工作；第四章為實(shí)驗(yàn)分析,用SPSS數(shù)據(jù)分析軟件對收集到的數(shù)據(jù)進(jìn)行Descriptives、Oneway、Post Hoc Tests、卡方這四個(gè)維度的分析,討論教學(xué)視頻分析對師范生課程知識發(fā)展、教學(xué)法知識發(fā)展、教學(xué)管理知識的發(fā)展影響程度。比較專家教學(xué)視頻分析與師范生自己的教學(xué)視頻分析對師范生教學(xué)知識發(fā)展影響的差距。第五章為實(shí)驗(yàn)結(jié)論,研究表明,教學(xué)視頻分析對教學(xué)法知識和教學(xué)管理知識的影響大于課程知識;同時(shí)分析兩類教學(xué)視頻的師范生教學(xué)知識的發(fā)展較只分析一類教學(xué)視頻的師范生教學(xué)知識的發(fā)展更為顯著。只分析一類教學(xué)視頻的師范生教學(xué)知識水平大大超出對照組。分析了視頻分析對課程知識、教學(xué)法知識、課堂管理知識形成不同程度影響的理論原因。探究專家教學(xué)視頻分析與師范生自己的教學(xué)視頻分析對師范生教學(xué)知識發(fā)展影響的不同機(jī)理。反思整個(gè)實(shí)驗(yàn)過程,對教學(xué)視頻分析在師范生教師專業(yè)知識發(fā)展的運(yùn)用方面提出建議。
[Abstract]:Teacher education is the starting point of teacher education, the foundation of teachers' career, and plays a vital role in the professional development of teachers. However, the quality of normal education has been questioned. Normal students in the early career repeatedly frustrated. Pre-service teachers need to reserve what core teaching knowledge. What are the ways to obtain the teaching knowledge of pre-service teachers are the focus of teacher education research. The development of vocational training based on video has begun to take shape in various industries. In recent years, the field of education began to think about the role of teaching video analysis in teacher education. More and more scholars are devoted to the design of teaching video analysis tools. I hope the success of video analysis in the field of medicine and other fields can be successfully transplanted in the field of pedagogy. The author finds that all the current studies are based on the hypothesis that "the analysis of teaching video can promote the development of teachers", but whether the analysis of teaching video is useful to the development of teachers. Which aspects of teachers' teaching knowledge formation have a role. The mechanism of teaching video analysis on the development of teaching knowledge remains to be discussed. This paper uses four groups of experiments as the main research method to explore the role of teaching video analysis on the development of teaching knowledge of normal school students. For the five chapters. The introduction part describes the source of this study. Research background, research objectives and significance, and related concepts are defined; The first chapter is the design of the experiment. The purpose, procedure and hypothesis of the experiment are introduced. The second chapter is the preparation of the experiment, first introduced the experimental methods and experimental equipment used in the same group of four groups, through literature combing. The subjects interviewed and experts suggested that the core teaching knowledge items should be grasped urgently: curriculum knowledge, teaching method knowledge, teaching management knowledge, and the three items of teaching knowledge were refined and coded. Form 30 projects. The coding of the project has been recognized by experts. Secondly, the selection groups of the subjects are introduced. Through training, the participants understand the purpose of the experiment, the program and the specific operation in the process of video analysis. The third chapter is the implementation of the experiment, mainly introduces the specific process of the experiment and data collection; Chapter 4th is the experimental analysis. The SPSS data analysis software is used to describe the collected data in Hoc Tests. Through the analysis of the four dimensions of chi-square, this paper discusses the effect of teaching video analysis on the development of curriculum knowledge and pedagogical knowledge of normal school students. The influence degree of the development of teaching management knowledge. The difference between expert video analysis and normal school students' own teaching video analysis on the development of normal school students' teaching knowledge is compared. Chapter 5th is the experimental conclusion, the research shows. The influence of teaching video analysis on teaching method knowledge and teaching management knowledge is greater than that on curriculum knowledge. The development of normal school students' teaching knowledge is more remarkable than that of teachers' students who only analyze one kind of video at the same time. The level of normal school students' teaching knowledge is much higher than that of teachers' students who only analyze one kind of video. Control group. Analysis of video analysis on the course knowledge. Pedagogical knowledge. Explore the different mechanism of the influence of expert video analysis and normal college students' own teaching video analysis on the development of normal school students' teaching knowledge, and reflect on the whole experiment process. Some suggestions on the application of teaching video analysis to the development of teachers' professional knowledge are put forward.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G652;G434

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