Research On Teaching Improvement Based On Classroom Video Analysis From A Multimodal Perspective

At present,under the general trend of educational informatization,many primary and secondary schools have introduced classroom recording equipment that can collect classroom state in real time,but it has not broken through the chain from recording,analysis to teaching improvement.At the same time,the social requirements for teachers’ professional ability are constantly improving,and the demand for teachers to develop their own professional ability is becoming increasingly urgent.The emergence of classroom video enables teachers to achieve accurate and normalized records of the classroom,so as to support teachers’ professional development and effective teaching and research.The focus of this study is how to carry out multimodal analysis and normalized utilization after classroom video acquisition,so as to help teachers improve teaching and obtain professional development through classroom observation and evidence-based research under man-machine cooperation.In order to enable teachers to further understand teaching and improve teaching through classroom video analysis,this study studies the theory and model,methods and paths,applications and cases of multimodal classroom video analysis.Firstly,seek theoretical support through literature research,build the basic framework of classroom video multimodal analysis model,then iterate and modify the framework of classroom video multimodal analysis model through expert verification,and complete the first transformation from theoretical field to practical field.Secondly,by summarizing the elements of the existing intelligent analysis system,this paper constructs a multi-modal intelligent analysis model of classroom video to serve the scientization and accuracy of teachers’ classroom self-observation in Teachers’ professional development,and makes a case demonstration under intelligent analysis.Then,through literature research,develop the man-machine collaborative classroom video multimodal analysis method and the application path of classroom video multimodal fusion analysis,and explain how to carry out classroom video multimodal fusion analysis in the double sequence of time and meaning.Finally,a case study is carried out,which uses the classroom video multimodal analysis method of human-computer cooperation to carry out a case study on the daily classroom of front-line teachers.After analyzing the daily teaching videos of front-line teachers,inform the teachers of the video analysis results,and conduct retrospective interviews with the teachers,so as to verify the case study and method system again to ensure its scientificity and effectiveness.This study integrates theoretical research and practical research,innovates the methods and paths of classroom video analysis,and provides teachers with a "support" for classroom analysis,so as to help teachers analyze the classroom from multiple channels.From the two-way perspective of teachers and students,guide teachers to learn self observation,carry out professional research based on video analysis,make teachers learn to mirror cognitive classroom through typical cases,and promote dialogue and in-depth teaching and research among teachers.