基于文件阐释法的视频分析与课堂模仿研究——兼论视频分析的方法论意义

摘要 作为课堂教学基本行为的"模仿"具有本体性意义，它涉及到身体、表演性、想象力、内在图像等诸多方面。此种意义上的"模仿"不是消极的效仿，而是基于场景布置与展演性的自我更新与表达，它体现并建构着课堂教学规则。本文围绕"模仿序列蕴含并建构着怎样的课堂教学逻辑"这一核心问题，运用文件阐释法的视频分析，以序列分析为载体，分析模仿形成的互动惯习。基于文件阐释的视频分析综合情境、身体、实践知识等维度，综合关切本体性与情境性、普遍性与多样性、瞬时性与历时性等，实现了教育实践与理论研究方法论的更新。
Abstract：As the basic classroom teaching and learning behavior, "mimics"has ontological meaning, involving body, performance, imagination, inner image. In this sense, mimics is not negative "imitation", but self-expression based on scene layout and performance, which reflects and constructs teaching and learning rules in classroom. This paper focuses on the core research question-what instruction logic does the mimics sequences contain and construct? This paper, using the documentary method, takes sequence as analysis carrier, analyzes the interaction habitus created by mimics.Video analysis based on the documentary method not only combines situation, body and practice, but combines the comprehensive concerns of noumenon and situation, universality and diversity, transient and diachronic dimension,through which educational practice and theoretical research methodology can be updated.