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数字技术的发展使课堂教学视频的录制、播放、存储和共享变得相对简单和方便。近年来，课堂视频分析已成为教育研究界重要的研究工具，但其并未大规模、系统性地走进中小学教师的教研活动。本研究基于循证实践理念提出循证式课堂视频分析这一教研理念，将视频证据分为基础性视频证据、量化视频证据和质性视频证据三种类型。同时，依据教师的研究参与度从低到高，提出循证式课堂视频分析的三种实施路径，即研究者主导的课堂视频分析、课堂视频的智能分析、校本化课堂视频分析。循证式课堂视频分析旨在充分发挥和协同研究团队、教师共同体、智能技术三方的优势，有着较大的灵活性和包容性，有助于教师将课堂视频分析融入日常的教研活动，提升教师共同体的教学和研究能力。
Abstract：The development in digital technology has brought ease and convenience to the recording, re-playing, storing and sharing of classroom videos. Classroom video analysis has become an important research tool in academia, but it has yet to penetrate into the teaching and research activities in elementary and secondary schools. Based on the concept of evidence-based practice, the present research proposes evidence-based classroom video analysis and suggests three types of evidence, including foundational video evidence, quantitative video evidence and qualitative video evidence. In addition, it proposes three approaches to evidence-based classroom video analysis as a function of teachers' research involvement: researcher-dominated classroom video analysis, intelligent analysis of classroom videos, and school-based classroom video analysis. Evidence-based classroom video analysis sought to bring out and align the advantages of the research teams, teacher communities and intelligent technologies. The approach is flexible and inclusive, which might facilitate teachers' incorporation of video analysis into their daily teaching and research activities, in order to improve the teaching and research skills of the professional community.
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基本信息:
中图分类号:G451
引用信息:
[1]石雨晨.指向教研能力提升的循证式课堂视频分析[J].全球教育展望,2024,53(11):55-64.
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