大语言模型驱动的IPCRF框架:课堂问答数字化分析的创新与实践  

A Large language Model-Driven IPCRF Framework:Innovations and Practices in the Digital Analysis of Classroom Questioning and Responding

作　　者：孙发勤[1] 王雯 Sun Faqin;Wang Wen(School of Journalism and Communication,Yangzhou University,Yangzhou Jiangsu 225009)

机构地区：[1]扬州大学新闻与传媒学院,江苏扬州225009

出　　处：《远程教育杂志》2025年第2期103-112,共10页Journal of Distance Education

基　　金：江苏省社科基金年度项目“GenAI驱动的跨学科探究式教学:模式构建与实证研究”(项目编号:24JYB013)的研究成果。

摘　　要：在教育数字化转型背景下,课堂数字化评价成为新的改革方向,课堂问答作为教学的重要手段,如何对其进行数字化、客观化、自动化的分析成为亟待解决的问题。基于三元对话理论,研究构建了由教师提问、学生候答、教师叫答、学生回答、教师理答构成的IPCRF(initiate-prepare-call-response-feedback)分析框架,并提出具体的分析方法。在应用研究阶段,选取专家型教师和新手型教师的同课同构数学课堂进行对比分析,基于IPCRF框架深入剖析两类教师在提问策略、提问风格、问题深度和应答特征等维度的差异。最后,提出构建基于核心素养的提问体系、优化认知递进的问题链、调控动静平衡的时间分配等优化课堂提问的建议。研究不仅构建了一个可操作的课堂问答数字化分析框架,也通过案例分析验证了框架的应用价值,为教师专业发展提供了新的思路和方法。Amid the ongoing digital transformation of education,the digital evaluation of classroom instruction has become a key focus of reform efforts.Questioning and responding,as fundamental instructional practices,present pressing challenges in terms of digitalization,objectivity,and automation.Drawing on tripartite dialogue theory,the present study introduces the IPCRF(Initiate–Prepare–Call–Response–Feedback)analytical framework,which comprises five interactive components:teacher initiation,student preparation,teacher calling,student response,and teacher feedback.A detailed analytical approach based on this framework is also proposed.Furthermore,the framework is applied to a comparative study of expert and novice teachers delivering mathematics lessons with identical instructional designs;and the differences between these two groups,including questioning strategies,styles,cognitive depth,and response patterns,are investigated.Based on the findings,this study proposes several approaches to optimize classroom question-answer interactions,including refining questioning strategies with a focus on core competencies,designing cognitively progressive question sequences,and balancing time allocation between active engagement and reflective thinking.This research not only offers a practical framework for the digital analysis of classroom questioning and responding,but also demonstrates its applicability through empirical case analysis,thereby providing new insights and approaches for promoting teacher professional development.

关 键 词：大语言模型 课堂问答 IPCRF 分析框架 

分 类 号：G420[文化科学—课程与教学论]