数据智能支撑的课堂教学管理跃迁研究  

Research on Transition of Classroom Teaching Management Supported by Data Intelligence

作　　者：詹青龙[1] 杨晶晶 ZHAN Qinglong;YANG Jingjing(School of Information Technology,Tianjin University of Technology and Education,Tianjin 300222)

机构地区：[1]天津职业技术师范大学信息技术工程学院,天津300222

出　　处：《电化教育研究》2020年第7期100-107,共8页E-education Research

基　　金：教育部人文社会科学研究规划基金项目“数字时代的劳动教育理论重构与实践向度研究”(项目编号:20YJAZH125)。

摘　　要：作为数字土著的学生特别是中高职学生,在课堂中表现为低头族、手机族、睡觉族等现象较为普遍,但目前的课堂教学管理大多停留在经验和直觉层面,难以作出精准的调控和管理。因此,亟须凭借智能信息技术来改善,而数据智能的出现则为其提供了契机。文章在分析数据智能支撑的课堂教学管理优势的基础上,探讨数据智能型课堂管理跃升的三步进阶法即教师主控、师生共促、自律检测,建立学生"行为改善、习惯养成、能力提升、持续成长"等课堂教学管理目标的四重境界,构建涵盖课堂内容、活动、时间、问题行为和评价五个维度的精准管理策略,强调"教、学、管"统整,彰显精准教学和智慧管理的价值,希冀提高课堂教学效果,有效地促进学生全人的发展。Students who are digital natives,especially vocational students,tend to be phubbers,mobile phone users and sleepers in the classroom.However,the current classroom management mostly stays at the level of experience and intuition,so it is difficult to make precise adjustment and management.Therefore,there is an urgent need for improvement by virtue of intelligent information technology,and the emergence of data intelligence provides an opportunity for it.On the basis of analyzing the advantages of classroom teaching management supported by data intelligence,this paper discusses the three steps of classroom management based on data intelligence,namely,teacher-led control,teacher-student co-promotion and self-regulatory testing,and establishes the four levels of classroom teaching management goals for students,such as"behavior improvement,habit formation,competence enhancement and sustained growth".This paper builds a precise management strategy covering five dimensions of classroom content,activities,time,problem behaviors and assessment,emphasizes the integration of"teaching,learning and management",and highlights the value of precise teaching and wisdom management,in order to improve the effectiveness of classroom teaching and promote the development of the whole students effectively.

关 键 词：数据智能 课堂教学 智慧管理 

分 类 号：G434[文化科学—教育学]