核心素养导向下初中语文教学智慧评价——以3节借景抒情阅读课为例  

Intelligence Evaluation of Junior High School Chinese Teaching Under the Orientation of Core Literacy—Taking 3 Reading Lessons on Borrowing Scenery and Lyricism for Example

作　　者：刘媛媛 张林静 易湘波 LIU Yuanyuan;ZHANG Linjing;YI Xiangbo

机构地区：[1]广州市第八十九中学,广州510035 [2]广东省教育研究院 [3]努比技术(广州)有限公司

出　　处：《教育测量与评价》2023年第5期54-64,共11页Educational Measurement and Evaluation

基　　金：广东省重点领域研发计划“新一代通信与网络”重大专项(第七批)项目“5G+智慧教育”(2020B0101130014)的研究成果。

摘　　要：课堂教学智慧评价系统(CSMS)为研究新型课堂教学模式、构建优质课堂提供了有效手段,有助于实现课堂教学全过程监测,直观展现课堂教学深层规律,促进课堂教学的精准评价。运用CSMS对初中语文3节借景抒情阅读课的教学特征进行数据分析,诊断课堂教学思维激发、师生互动质量状况等,发现CSMS在激发课堂思维、关注师生互动等方面提供了真实的评价数据,这有利于教师更精准地诊断教学实效,从而优化课堂教学活动,切实推动语文核心素养在课堂中落地。Classroom structure-based multimodal-supported scoring system(CSMS)provides an effective means for researching new classroom teaching models and developing high-quality classrooms,helping to monitor the entire process of classroom teaching,grasp the deep laws of classroom teaching,and promote accurate evaluation of classroom teaching.This article uses CSMS to conduct data analysis on the teaching characteristics of the three Chinese language classes on borrowing scenery and lyricism in junior high school,in order to diagnose the stimulation of classroom teaching thinking and the quality of teacher-student interaction.Research has found that CSMS provides data support in stimulating classroom thinking and paying attention to teacher-student interaction,which helps teachers to diagnose classroom teaching more accurately,promote the optimization of classroom teaching activities,and practically promote the core literacy of Chinese in the classroom.

关 键 词：人工智能 课堂教学智慧评价系统(CSMS) 初中语文 核心素养 教学诊断 

分 类 号：G40-058.1[文化科学—教育学原理]