近期，教育部等八部门联合印发《新时代基础教育强师计划》，破解教师队伍建设的深层问题，提出要以高素质教师人才培育为引领，筑基提质，深化信息技术助推改革，从源头上强化教师队伍的建设，体现了师范教育质量提升的迫切性与挑战性。其中，课堂视频案例学习，简称为课例视频学习，是职前教师专业发展的重要途径，能够搭建理论与实践之间的桥梁，但通过调研也发现，目前课例视频学习存在有效性与针对性不足、深度协同与知识生成不够、持续性较弱等问题。随着大数据、人工智能等技术的发展与应用，能够为职前教师课例视频学习中的群体协作、知识理解、生成转化赋予新的转机与动力，而如何利用相关技术进行课例视频学习的研究仍然相对比较匮乏。
因此，本研究依托于智慧教研平台，针对职前教师课例视频学习的需求与问题，开展了下述两个方面的理论和实践探索。
1、技术支持下的课例视频学习模型构建。从职前教师的特征与需求、课例视频学习模型的启示与不足出发，基于案例学习模型、协同知识建构、社会建构主义、知识产生模型等理论，构建了技术支持下的课例视频学习理论模型，模型包括三个部分：（1）包含个体与群体知识建构的课例视频学习过程；（2）课例视频智能化分析及其应用策略形成的认知支持，前者是对于课堂宏观、中观、微观的多层次分析与结果可视化，后者包括建立、拓展、联结等应用策略，帮助教师理解课例内容与知识生成；（3）群体智能化分析及其应用策略形成的社会支持，前者是对于教师群体的知识、情感、行为等维度分析与结果可视化，后者包括循证、管理、分配、补充等应用策略，为群体的深度对话与协作共建提供依据与动力。模型总体呈现出四个主要特征：遵循课例视频学习的基本认知规律规划活动流程、重视职前教师个体与群体的知识构建和持续发展、认知和社会双重支持共同促进个体与群体知识的深度建构、注重应用可视化系统促进职前教师的知识生成。
2、技术支持下的课例视频学习模型的应用效果探究。研究在检验模型整体应用效果的基础上，聚焦于模型中社会、认知双重支持的作用与意义，设计与实施了包含一个对照组与三个实验组的前后测准实验，开展三轮课例视频学习活动追踪式探究，深入分析了模型及社会、认知两种支持的具体效果与相互关系，并形成以下结论：（1）技术支持下的课例视频学习模型能提升职前教师对于课例视频学习的自我感知、促进个体知识生成以及群体知识建构；（2）认知支持拓展职前教师的个人反思视野、并短期提升职前教师的个人反思水平；（3）社会支持促进职前教师的群体知识建构、并长期提升职前教师的个人反思水平；（4）双重支持对于职前教师的个人反思水平的促进作用在时效性上具有互补关系、并能够帮助职前教师的个人反思从拓展走向深入。基于上述结果与讨论，提出研究后续的改进建议。
论文研究结果丰富了利用技术支持职前教师开展课例视频学习的理论研究领域，揭示了技术如何从认知与社会两个角度促进职前教师的课例视频学习的内在机理过程，对职前教师的课例视频学习实践具有较强的参考价值。

Recently, the Ministry of Education and other seven departments jointly issued the plan for strengthening teachers in basic education in the new era. It is to solve the deep problems in the construction of teachers' team, proposed to take the cultivation of high-quality teachers as the guide. It is also to build the foundation and improve the quality, deepen the reform promoted by information technology. Therefore the construction of teachers' team can be strengthened from the source, which reflects the urgency and challenge of improving the quality of normal education. Among them, classroom video case learning is an important way for pre-service teachers' professional development, which can build a bridge between theory and practice. However, through research, it is also found that there are some problems in classroom video case learning , such as insufficient effectiveness and pertinence, insufficient in-depth coordination and knowledge generation, weak sustainability and so on. With the development and application of big data, artificial intelligence and other technologies, it can give new opportunities and impetus to group cooperation, knowledge understanding, generation and transformation in pre-service teachers' classroom video case learning. However, there is still a lack of study on how to use the above technologies for classroom video case learning.
Therefore, based on the “Zhi Hui Jiao Yan” platform, according to the needs and problems of pre-service teachers' classroom video case learning, this study has carried out the theoretical and practical exploration in the following two aspects.
1、Construction of classroom video case learning model with technical support. The study starts from the characteristic and need of pre-service teachers, and the enlightenment and shortcomings of classroom video case learning model. Then based on the theories of collaborative knowledge construction, social constructivism, knowledge generation model and case learning model, this paper constructs a classroom video case learning theoretical model supported by technology. The model includes three parts: (1) Classroom video case learning process including individual and group knowledge construction; (2) Cognitive support that includes intelligent analysis of classroom video case and its application strategies. The former is the multi-level analysis and result visualization of classroom macro, meso and micro. And the latter includes application strategies such as establishment, expansion and connection. Cognitive support helps teachers understand the content of classroom video case and knowledge generation; (3) Social support includes intelligence analysis of group and its application strategy. The former is the analysis and result visualization of the knowledge, emotion, behavior and other dimensions of the teacher group. And the latter includes application strategies such as evidence-based, management, distribution and supplement. Social support provides the basis and power for the in-depth dialogue and cooperation of the group. The model generally presents four main characteristics: Follow the basic cognitive law of classroom video case learning to plan the activity process. Pay attention to the knowledge construction and sustainable development of individual and group. Promote the in-depth construction of individual and group knowledge with the dual support of cognition and society. Pay attention to the application of visualization technology to promote the knowledge generation of pre-service teachers.
2、Research on the application effect of classroom video case learning model with technical support. On the basis of testing the overall application effect of the model, this study focus on the social and cognitive support in the model. It designed and implemented an experiment including one control group and three experimental groups, carried out three rounds of follow-up exploration of classroom video case learning  activities. Then it deeply analyzed the specific effects and relationship between the model and social and cognitive support. The conclusions are as follows: (1) The classroom video case learning model with technical support can improve the pre-service teachers' self perception, promote the generation of individual knowledge and the construction of group knowledge; (2) Cognitive support expands the personal reflection vision and improves the personal reflection level in a short time of pre-service teachers ; (3) Social support promotes the group knowledge construction and improves the personal reflection level for a long time of pre-service teachers; (4) The promotion of dual support to the personal reflection level of pre-service teachers is complementary in timeliness. And the combination of the two can help pre-service teachers' personal reflection change from expansion to depth. Based on the above results and discussion, suggestions for follow-up improvement are put forward.
The research results of this paper enrich the theoretical research field of using technology to support pre-service teachers’ classroom video case learning. And they reveal the internal mechanism of how technology can promote pre-service teachers' classroom video case learning from the perspectives of cognition and society. So the study has a strong reference value for pre-service teachers' classroom video case learning practice.