A Comparative Analysis of Recorder's Viewpoints in Teaching/Learning Process and Development of a program for Class Observation

这项研究的目的是分析在截图中看到的记录者的观点，并澄清教/学过程所关注的方面。为了做到这一点，我们检查了信息的内容(例如，记录器通过取景器捕捉到的镜头)。然后对记录者选择信息时记录者的决策过程进行了推测。记录教/学过程：在附属小学，由四名教师(高级教师和年轻男教师)记录相同的教/学过程。记录器的行为是用另一台元相机记录的。在教/学过程结束后，记录员们相互询问他们对镜头选择的意图。分析教/学过程记录：我们根据录像带记录课堂对话。然后，利用框架考试视点组对教/学过程记录进行分析。建立框架检查视点组：在上述分析的基础上，我们组成了“框架检查视点组”(在交流过程中观察者所关注的位置)。建立了记录者捕捉教/学过程观点的框架：采用检验和比较的评估技术，在记录者捕捉教/学过程的观点框架下，考察了影响记录者决策的因素。为实习教师培训制作了录像带。我们对教/学过程进行了转录，并将反思记录合成到四个屏幕上。根据这些记录，我们为学生编辑了教育录像带，形成了教学过程观察的观点。

The purpose of this research is to analyze the recorder's viewpoint seen in the snapshots taken, and to clarify the aspect by which the Teaching/Learning Process is focused upon. In order to do this, we have examined the content of information (for example, the shot which the recorder had caught through the finder included). Then we have speculated on the process of recorder's decision making when the recorder chose the information.This research was advanced by the following process.1. Recorded the Teaching/Learning Process : The same Teaching/Learning Process was recorded in an attached elementary school by four teachers (the senior teacher and the young male teacher). The behaviors of the recorders were recorded with another meta camera. After the Teaching/Learning Process, the recorders were mutually questioned on their intentions about the shots choice.2. Analyzed the Teaching/Learning Process records : We transcribed the conversation in class based on the videotape. Then, we analyzed the Teaching/Learning Process records by using the frame examination viewpoint group.3. Established the frame examination viewpoint group : Based on the above-mentioned analysis, we made up "Frame examination viewpoint group" (where in the communications process the observer focused upon).4. Established the framework of the viewpoint which catch the Teaching/Learning Process : Using the assessment technique of examining and comparing with alternative methods, the factors which affected recorder's decision making was examined in terms of the frame of the viewpoint by which the recorder caught the Teaching/Learning Process.5. Made videotapes for student teacher training. We made the transcription of the Teaching/Learning Process and made the reflection record synthesized to four screens. From these records we have edited educational videotapes for the student who will form Teaching/Learning Process observation viewpoint.