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Recently,video studies has emerged as a popular tool in studying classroom teaching(Seago,2003).Since 1990s,video technologyhas been applied in mathematics classrooms to analyze teachers and studentsbehaviors.In this way,researchers can discover new teaching theories,whichcan be analyzed from many different perspectives(Martin,Mullis,& Chrostowski,2004).International largescale comparative studies such as the Third International Mathematics andScience Study Video Study(Stigler &Hiebert,1997)and Learners Perspective Studies(Clarke,Emanuelsson,Jablonka,& Mok,2006)made use of videotechnology to study different samples of teachers at work.Unlike live observation,videos offer alasting record of classroom activities,and the medium allows the opportunityto pause,re-play,analyze and re-analyze the same instance of practice(Seago,2003),hence,giving the opportunitiesto observe teachers and students behavior without missing the vital details.The vast data set of videos makes possible the re-construction of the lessonscenarios and analysis of the classroom practice from multiple perspectives andframeworks.Quality classroom practice is affected by many important factors,such as,choice and design of topics,use of textbooks,teacher-studentinteraction and choice of pedagogical models.The primary aim of symposium is to illustrate with examples how videostudies may help understanding these key issues better.