Promoting Classroom Transformation with Support of Video Analysis on Student Learning Process:Constructing a Model of Mechanism Based on Grounded Theory
In the past two decades,the method of video analysis has been frequently used in educational research,teaching practice,and teacher education.Video analysis of students'learning process is to track students'actual learning process and collect data by continuously video-recording them with micro-lens and to improve teaching based on students'learning difficulties and needs.This research adopts grounded theory to conduct follow-up research on 12 teachers who have applied video analysis of students'learning process for a long time,which find that Video analysis of students'learning process can be deeply integrated into teachers'daily work and teaching research situations.Based on empirical evidence,it truly touches the teacher's transformation of perspective.Teachers deeply understand students'difficulties and needs,and critically reflect on traditional teaching methods.Teachers have gradually become practical researchers in classroom teaching.Using video analysis of students'learning experiences as a universal method for school-based and regional training will effectively promote large-scale classroom change for teachers.
students'learning processvideo analysisclassroom transformationgrounded theory
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NSTL
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