The Video-image Turn in Current Education Research:Production of Educational Theory in the Video-image Age

LI Zhengtao

doi:10.16382/j.cnki.1000-5560.2017.05.001

Volume 35 Issue 5

Sep. 2017

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2017 > 35(5): 1-12

LI Zhengtao. The Video-image Turn in Current Education Research:Production of Educational Theory in the Video-image Age[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(5): 1-12. doi: 10.16382/j.cnki.1000-5560.2017.05.001

Citation:

LI Zhengtao. The Video-image Turn in Current Education Research:Production of Educational Theory in the Video-image Age[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(5): 1-12. doi: 10.16382/j.cnki.1000-5560.2017.05.001

Citation:

PDF( 0 KB)

The Video-image Turn in Current Education Research:Production of Educational Theory in the Video-image Age

doi: 10.16382/j.cnki.1000-5560.2017.05.001

LI Zhengtao

Faculty of Education, East China Normal University, Shanghai 200062, China

Publish Date: 2017-10-20

Abstract

Abstract

Video and image are now used in education in three different perspectives and approaches:as a medium of instruction, a tool of exploring classroom interaction and a way of promoting teacher professional development. Traditionally, video and image were understood in terms of medium, tool, application, method or means, which underestimated the unique value of video and image in theory production including educational theory production. That is to say, they can create a new source of knowledge, new research perspectives and paradigms, and a new world of theory. The video-image turn in current education research means a shift from instrumental orientation to theoretical orientation. In addition, the ways of understanding pedagogy, research methods and creation will change from analysis through video and image to analysis of video and image.Pedagogical ways of presentation, as well as rhetoric and writing styles will turn to the integration of text, language, video and image.
- video and image,
- education research,
- creation of educational theory,
- turn

FullText(HTML)

References(42)

References

[1]	曹熙斌.(2013).基于视频案例的师范生教育技术能力培养策略研究.中国电化教育, (10), 66-69. doi: 10.3969/j.issn.1006-9860.2013.10.013
[2]	陈红燕.(2014).基于文献阐释法的视频分析理论及其在学校仪式研究中的运用——以柏林一所改革教育小学的"早晨圆圈"仪式为例.教育学术月刊, (5), 23-30. http://www.cnki.com.cn/Article/CJFDTOTAL-YANG201405005.htm
[3]	何丽敏. (2007). 读图时代的图像与教育. 上海: 华东师范大学硕士学位论文. http://d.wanfangdata.com.cn/Thesis/Y1072655
[4]	李鸿祥.(2011).图像与存在.上海:上海世纪出版集团上海书店出版社.
[5]	李政涛.(2004).图像时代的教育论纲.教育理论与实践, (15), 1-4. http://www.cnki.com.cn/Article/CJFDTOTAL-JYLL200415000.htm
[6]	李政涛.(2015).交互生成:教育理论与实践的转化之力.上海:华东师范大学出版社.
[7]	刘睿智. (2009). 教师教育视频案例学习系统的构建与应用研究. 济南: 山东师范大学硕士学位论文. http://d.wanfangdata.com.cn/Thesis/Y1471211
[8]	马超. (2009). 图像对小学生价值观养成的影响及其教育对策研究. 长春: 东北师范大学硕士学位论文. http://cdmd.cnki.com.cn/Article/CDMD-10200-2009178026.htm
[9]	沈夏林, 赵瑞军. (2016).教师教育实践教学微型视频案例库建设研究.中国教育信息化, (3), 72-75. http://www.cnki.com.cn/Article/CJFDTOTAL-JYXX201603022.htm
[10]	王文珺, 王冀豫.(2009).远程教育电视节目的图像问题浅析.科技风, (19), 219. doi: 10.3969/j.issn.1671-7341.2009.19.201
[11]	杨东海.(2010).读图时代图像阅读对学生思维方式的影响及教育对策.读与写(教育教学刊), 7(8), 88, 164. http://www.cnki.com.cn/Article/CJFDTOTAL-DYXT201008061.htm
[12]	张强, 吴涛, 金义富.(2014).基于数据场的教育图像可视化表征.计算机与数字工程, 42(6), 1057-1062. http://www.cnki.com.cn/Article/CJFDTOTAL-JSSG201406035.htm
[13]	Allen, D. W. (1967). Micro-Teaching, A Description. Stranford University Press:ERIC. http://eric.ed.gov/?id=ED019224
[14]	Bateson, G., & Mead, M. (1942). Balinese character:A photographic analysis. New York:New York Academy of Sciences. http://psycnet.apa.org/record/1943-01632-000
[15]	Beekman, T. (1987). Hand in Hand mit Sascha:Glühwürmchen, Grandma Millie und andere Raumgeschichten. Im Anhang:teilnehmende Erfahrung. In Wilfried Lippitz und Käte Meyer-Drawe. Kind und Welt. Phänomenologische Studien zur Pädagogik, hrsg. (pp.11-25). Frankfurt am Main:Athenäum.
[16]	Berliner, D.(1969). Microteaching and the technical skills approach to teacher training. Teachnical Report No.8. Palo Alto, CA:Stanford Center for Research and Development in teaching. http://eric.ed.gov/?id=ED034707
[17]	Board of International Comparative Studies in Education. (1999). The uses of video in international education studies:A workshop. Washington, DC.
[18]	Boehm, G. (ed.). (1994). Was ist ein Bild?. München:Fink Verlag.
[19]	Bohnsack, R. (2011). Qualitative Bild-Und Videointerpretation:Die Dokumentarische Methode (2 ed.). Opladen:Budrich. https://www.bookdepository.com/Qualitative-Bild-und-Videointerpretation-Ralf-Bohnsack/9783825284824
[20]	Brinkmann, M. (2015). Pädagogische Empirie. Phänomenologische und methodlogische Bemerkungen zum Verhältnis von Theorie, Empirie und Praxis. Zeitschrift für Pädagogik, 61 (4), 527-545.
[21]	Brinkmann, M., Rödel, C.(2017). Pädagogisch-phänomenologische Videographie. Zeigen, Aufmerken, Interattentionalität. In Christine Moritz und Michael Corsten. Handbuch Qualitative Videoanalyse. Method(olog)ische Herausforderungen-forschungspraktische Perspektiven., hrsg. Wiesbaden:Springer VS.
[22]	Dinkelaker, Jörg und Matthias Herrle. (2009). Erziehungswissenschaftliche Videographie. Eine Einführung. Wiesbaden:VS Verl. für Sozialwiss. http://link.springer.com/978-3-531-91676-7
[23]	Erickson, F. (2011). Uses of video in social research:a brief history. International Journal of Social Research Methodology, 14(3), 179-189. doi: 10.1080/13645579.2011.563615
[24]	Falcinelli, F., Cristina, G.(2016).The use of video in educational research and teacher training in the digital classroom. Research on Education and Media, 8(1), 14-21. http://www.degruyter.com/view/j/rem.2016.8.issue-1/rem-2016-0003/rem-2016-0003.xml
[25]	Geertz, C.(1987). Dichte Beschreibung. Beiträge zum Verstehen kultureller Systeme. Frankfurt am Main:Suhrkamp.
[26]	Hovland, C.I., Lumsdaine, A.A. & Sheffield, F.D. (1949). Experiments on mass communication. Princeton, NJ:Princeton University Press.
[27]	Hugener, I., Pauli, C. & Reusser, K. (2006). Videoanalysen. In E. Klieme, C. Pauli & K. Reusser (Eds.). Dokumentation der Erhebungs-und Auswertungsinstrumente zur schweizerisch-deutschen Videostudie Unterrichtsqualität, Lernverhalten und mathematisches Verständnis (Teil 3). Frankfurt a.M.:GFPF/DIPF.
[28]	Husserl, E. (1950-2004). Husserliana. Gesammelte Werke. Den Haag:Nijhoff.
[29]	Iino, M.(1998). Issues of video recording in ethnographic studies. Paper presented at the Annual Meeting of American Association for Applied Linguistics, Seattle, WA. http://eric.ed.gov/?id=ED425655
[30]	Imdahl, M. (1996). Wandel durch Nachahmung. Rembrandts Zeichnung nach Lastmanns "Susanna im Bade". In Max Imdahl. Zur Kunst der Tradition. Gesammelte Schriften, Vol.2 (pp.431-456). Frankfurt a.M.:Suhrkamp.
[31]	Jacobs, J., Kawanaka, T. & Stigler, J.(1999).Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31(8), 717-724 doi: 10.1016/S0883-0355(99)00036-1
[32]	Knoblauch, H. (2009). Video Analysis:Methodology and Methods, Qualitative Audiovisual Data Analysis in Sociology (2 ed.). Frankfurt am Main:Lang.
[33]	Krammer, K., Ratzka, N., Klieme, E., Lipowsky, F., Pauli, C. & Reusser, K. (2006). Learning with classroom videos:Conception and first results of an online teacher-training program. Zentralblatt für Didaktik der Mathematik, 38(5), 422-432. doi: 10.1007/BF02652803
[34]	Lampert, M., & Ball, D. (1998). Teaching, multimedia and mathematics:Investigations of real practice. NY:Teachers College Press.
[35]	Lewin, K.(2012). Feldtheorie in den Sozialwissenschaften. Ausgewählte theoretische Schriften. Bern:Huber. https://www.amazon.de/Feldtheorie-den-Sozialwissenschaften-Ausgewählte-theoretische/dp/345685076X
[36]	Mannheim, K. (1982). Structures of Thinking. London:Routledge & Kegan Paul. http://www.mendeley.com/research/structures-thinking/
[37]	Mitchell, W. J. T. (1994). Picture Theory. Chicago:University of Chicago Press.
[38]	Reh, S. (2012). Mit der Videokamera beobachten. In Heike de Boer und Sabine Reh. Beobachtung in der Schule-Beobachten lernen, hrsg. (pp.151-165). Wiesbaden:VS Verlag für Sozialwissenschaften; Imprint:VS Verlag für Sozialwissenschaften. doi: 10.1007/978-3-531-18938-3_8
[39]	Schütz, E. (2016). Kunst und die Wahrheit des Wirklichen-Anmerkungen zur üsthetischen Erziehung. In Egon Schütz. Existenzialkritische Pädagogik. Phänomenologische Schriften zur anthropologischen Praxis von Bildung, Kunst, Sprache und Humanismus. Herausgegeben von Malte Brinkmann, hrsg. Wiesbaden:Springer VS.
[40]	Sternagel, J. (2016). Pathos des Leibs. Phänomenologieästhetischer Praxis. Zürich:Diaphanes.
[41]	van Manen, M. (2012). Researching Lived Experience. Human Science for an Action Sensitive Pedagogy. Ottawa:Althouse Press.
[42]	Wulf, C., Althans, B., Blaschke, G., Ferrin, N., Göhlich, M., Jörissen, B., et al. (2007). Lernkulturen im Umbruch:Rituelle Praktiken in Schule, Medien, Familie und Jugend:VS Verlag für Sozialwissenschaften. http://link.springer.com/978-3-531-90456-6