综合分析方法

三、综合分析方法

鉴于量化分析方法和质性分析方法各有优势与不足,无论是过分强调量化分析方法还是过分强调质性分析方法,都是有失偏颇的。事实上,有很多教育现象是不能简单地被数量化的,否则会有许多有价值的教育现象被人为地排斥在研究范围之外,这对教育研究的发展是不利的;再说,在运用量化研究方法时,也并不能完全排除一些主观因素的影响,所以在实际运用中,不宜提倡一种方法而抛弃另一种方法。近些年来,很多研究更倾向于整合运用量化分析和质性分析两种方法,对数学课堂对话进行综合分析。如前文所提到的TIMSS-R,Rosales和Orrantia,IMM和Stylianou等的研究,都综合运用了系统观察、课堂观察、录像分析、教师访谈和社会文化话语分析等多种分析方法。

课堂观察是当今课堂研究中最经常选用的方法之一,它往往与录像分析和教师访谈等方法一起结合着应用。简单而言,课堂观察方法就是指研究者或观察者带着明确的目的,凭借自身感官(如眼、耳等)及相关辅助工具(如观察表、录音录像设备等),直接或间接从课堂情境中收集资料,并依据资料作相应研究的一种教育科学研究方法。^[88]在实际运用中,课堂观察也有定量和定性的区分,并且两者都存在着内在的限度而难以反映课堂生活的全貌。定量的课堂观察方法偏重技术性和工具性,有利于对课堂对话进行近距离的微观研究,而由于受特定的观察表等观察工具的限制,研究者所看到或记录到的只是眼睛或摄像头“对焦”到的部分的课堂事实,往往会忽视其他的课堂细节,而使得原本完整的课堂被人为地分割或结构化了。而定性的课堂观察记录中,尽管所记录和所诠释的比较贴近现实,观察视角也比较少地受到限制,能最大限度地顾及背景因素,尽可能地保留事件的原貌,但这种观察记录水平的主观性和个别性比较突出,与观察者个人的经验、描述能力、概括水平及相关的理论水平有很大关系,所反映的也仅仅是一己视角下的课堂对话面貌。由此,运用课堂观察方法时,要尽量地将定量的操作和定性的描述进行有机结合,取长补短。尤为重要的是,要克服课堂观察工具(或观察量表)开发与使用的随意性,增强其科学性和系统性,避免在低水平与低层次上开发或重复使用课堂观察技术的状态。

录像分析技术是20世纪90年代以来备受课堂对话分析者青睐的研究方法之一,它整合使用了量化与质性的分析方法,允许研究者从不同视角分析和解读数学课堂的教学过程、现象及本质。运用录像技术分析数学课堂的研究中,极具影响力的有两项。一项是“第三次国际数学和科学研究(The Third International Mathematics and Science Study,简称TIMSS1995)”及其后续追踪研究(TIMSS1999或TIMSS-R)的录像研究,另一项是以澳大利亚墨尔本大学国际课堂研究中心领导的“学习者视角的研究”(Learners'Perspective Study,简称LPS)项目。TIMSS-R通过教学录像、教师问卷和学生问卷等方法采集数据,综合运用系统观察和录像分析技术,对7国或地区的数学课堂谈话进行系统分析。LPS不仅运用录像记录教学事件,还关注参与者对这些事件作出解释,综合录像分析技术和参与者解读信息等方法,对16个国家优秀数学教师常态教学录像进行国际比较研究。虽然两者都采用了录像分析技术,试图将量的分析和质的解释相整合,但是相比较而言,前者以量的研究为基本范式^[89],后者以质的研究为基本范式^[90]。

在运用录像分析技术时,很多研究者整合运用了其他多种研究方法,甚至开发出了一些全新的数学课堂对话分析技术。比如,E.P.Mendez综合运用了学生话语分析工具、教师叙述和专家评课等研究方法;M.P.Truxaw等开发了编码图解法,并综合运用系统观察、互动分析和编码图解等多种方法,对数学课堂对话进行分析^[91];P.Cobb等还开发出了一种课堂录像记录和转录的长时间分析方法^[92]。此外还开发出了类如StudioCode、NVivo等视频质性分析软件,并得到了有效的推广和应用,大大增强了数学课堂对话质性分析中大容量数据处理的便捷性。

【注释】

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