教师间接语言助力课堂“提质增效”——基于优质课堂教师话语的数量结构与教学意义分析  

Teachers'Indirect Language Helps Classrooms"Improve Quality and Increase Efficiency"——An Analysis of the Quantitative Structure and Pedagogical Significance of Teachers'Discourse in Quality Classroom

作　　者：赵云建 汪洋 陈玲[2] 何静[3] ZHAO Yunjian;WANG Yang;CHEN Ling;HE Jing(Center for Education Technology and Resource Development,Ministry of Education(National Center for Educational Technology),Beijing 100031;School of Educational Technology,Beijing Normal University,Beijing 100875;Department of Artificial Intelligence Education,Central China Normal University,Wuhan Hubei 430079)

机构地区：[1]教育部教育技术与资源发展中心(中央电化教育馆),北京100031 [2]北京师范大学教育技术学院,北京100875 [3]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《电化教育研究》2023年第7期88-95,共8页E-education Research

基　　金：教育部教育技术与资源发展中心2022年度基本科研业务费专项资金资助课题“信息技术与教育教学深度融合的案例研究”(课题编号:KJY202206)。

摘　　要：课堂是“双减”的重要阵地,教师间接语言在组织课堂教学和影响学生学习参与中起着重要的作用,然而,对于其教学意义却缺乏基于数据的挖掘。文章基于深度学习算法实现了教师话语的智能分类,并对180节优质课例的话语文本进行编码,通过聚类分析和序列分析对教师间接语言的数量结构进行了探索。此外,研究选取接纳情感、表扬、接受或利用学生想法三类研究不足且数量较少的间接语言,结合定量数据对其语句本身的教学意义进行了归纳与总结。研究发现,教师间接语言促进了课堂互动质量提升和学生高效学习。文章最后提出了三类间接语言的设计和使用策略:及时接纳学生感受、深度利用学生观点、多运用描述式表扬,以期为教师课堂教学提供具体的教学指导。Classroom is an important place for"double reduction"and teachers'indirect language plays a vital role in organizing classroom teaching and influencing students'learning participation.However,there is a lack of data-based mining for its pedagogical significance.This paper employs deep learning algorithm to intelligently classify teachers'discourse,and codes the discourse text of 180 high-quality lessons to examine the quantitative structure of teachers'indirect language through cluster analysis and sequence analysis.Additionally,this study selects three kinds of indirect language,namely accepting emotions,praising,and accepting or utilizing students'ideas,which are under-studied and few in number,and combines them with quantitative data to generalize and summarize the pedagogical meaning of their utterances.It is found that teachers'indirect language promotes the quality of classroom interactions and students'effective learning.Finally,this paper puts forward three kinds of strategies for the design and use of indirect language:timely acceptance of students'feelings,in-depth use of students'views,and more use of descriptive praise,which provides specific pedagogical guidance for teachers'classroom teaching.

关 键 词：自然语言处理 话语分析 教师间接语言 聚类分析 序列分析 

分 类 号：G434[文化科学—教育学]