基于滞后序列分析的智慧课堂教学行为研究  

Research on the Teaching Behavior of Smart Classroom Based on the Lag Sequential Analysis

作　　者：彭林华 林晓凡[1,2] PENG Lin-hua;LIN Xiao-fan(School of Information Technology in Education,South China Normal University,Guangzhou,Guangdong,China 510631;Guangdong Provincial Engineering Technology Research Center for Smart Learning,Guangzhou,Guangdong,China 510631)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631 [2]广东省智慧学习工程技术研究中心,广东广州510631

出　　处：《现代教育技术》2021年第7期55-61,共7页Modern Educational Technology

基　　金：2018年度国家社会科学基金重大项目‚信息化促进新时代基础教育公平的研究‛(项目编号:18ZDA334);国家自然科学基金项目‚智能增强现实学习环境中师生双向支架匹配机理与评测研究‛(项目编号:62007010)的阶段性研究成果。

摘　　要：课堂教学行为分析有助于教师发现教学问题,并促进教学反思和教师专业发展。文章以10个小学主科的智慧课堂教学视频片段为研究样本,采用滞后序列分析方法对课堂教学行为进行分析,共得到3161个行为样本和21组显著行为序列,分析结果表明:两组教师在智慧课堂教学行为模式上存在显著差异,且分别映射浅层地使用、讲授式应用、导学式应用、反思性应用等四个层级的教师信息技术应用能力。基于此,文章提出智慧课堂教学行为的优化策略,以期提升智慧教室环境下教师的信息技术应用能力。Classroom teaching behavior analysis helps teachers find teaching problems,and promotes teaching reflection and teachers’professional development.Taking ten major subject teaching video clips of smart classroom in primary school as research samples,this paper used the lag sequential analysis method to analyze classroom teaching behaviors,and obtained 3161 behavior samples and 21 sets of significant behavior sequences.The analysis results showed that there were significant differences in the teaching behavior models of smart classroom between the two groups of teachers,which reflected four levels of teachers’information technology application abilities including shallow use,lecture-based application,guided-learning application,and reflective application.Based on this,the optimization strategies of smart classroom teaching behavior were proposed,expecting to improve teachers’information technology application ability in the smart classroom environment.

关 键 词：智慧教室 课堂教学行为 滞后序列分析 教师 信息技术应用能力 

分 类 号：G40-057[文化科学—教育学原理]