Video-based Analysis of Learning Processes:Rationale and Method
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摘要: 经过40多年的发展，基于视频的实证研究已经成为教育研究——尤其是对学习过程的研究——的主流取径之一。然而，对于为什么要运用视频，如何对视频进行分析，学界仍然见解不一。本文在梳理相关历史和理论的基础上，通过两个案例呈现视频分析的三个重要维度，即个人的身体、社会的身体、身体与物件的互动。本文指出，这三个维度根本性地影响着我们对课堂互动、学习过程、教学机制的分析、理解与阐释，而视频数据在其中起到了不可或缺的作用。最后，本文强调，为了发掘视频研究的潜力，教育工作者需要从理论视角上扭转"语言中心论"的偏见，探索教师对自己课堂的评价权，并且尊重课堂生活世界中的"日用行常"。Abstract: After more than four decades of development, video-based analysis has become a major approach in educational research, in particular analysis of learning processes. Yet, with regard to the "why" and the "how-to, " video researchers have not achieved a consensus. Based on a brief review of history and relevant theories, this article uses two case studies to illustrate three crucial aspects of video-based analysis:the individual body, the social bodies, and the bodies-things interaction. We argue that these aspects profoundly shape our analyses and understandings of classroom interaction, learning processes, and mechanism of teaching, and that video data play a critical role therein. Finally, we argue that educators and educational researchers need to avoid the bias of logocentrism, to empower teachers to evaluate their own classroom, and to respect the everyday workings of classroom life-worlds, if we are to fully appreciate the potential of video-based analysis.1) 需要特别说明的是，由于我们在此使用的是话语分析领域通用的杰弗森符号系统(Jefferson，1984) 来进行话语转录，因此，在英文原文中，会出现符号(比如圆括号)嵌用的现象；在中文译文中，也使用了“直角引号”(「 」)等符号，这都是杰弗森符号系统的规定用法。2) 我们感谢乔治亚大学的刘畅博士对“社会的身体”和“身体与物件”这两节的指点。有关这两点的更多论述与应用，可参阅其博士论文：Liu, C. (2017). Living Together: The Bodily Life of Preschools in China and the United States (Unpublished doctoral dissertation).Athens, GA: The University of Georgia.
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