小学课堂教学行为特征分析及优化策略研究

Analysis of Characteristics of Primary School Classroom Teaching Behaviors and Research on Optimization Strategies

摘要: 研究从跨学科视角出发，结合建构主义学习理论、社会文化理论和认知负荷理论框架，分析了华中地区M小学234个课堂视频。通过中庆“智课系统”人工智能引擎，自动标注与分析了语文和数学课堂的教学行为，并采用数据挖掘和深度学习方法，揭示了两学科教学行为的共性与差异。研究发现，语文和数学课堂在教学行为上既有共同点，也存在显著差异。此外，课堂类型对学生的参与度和互动模式产生了显著影响。基于研究结果，建议加强生生互动，减少教师的直接讲解，推广智能化教学工具，以提升课堂教学质量，促进教师专业成长，并推动跨学科教学的创新。

Abstract: This study analyzed 234 classroom videos of elementary school M in central China from an interdisciplinary perspective, combining constructivist learning theory, socio-cultural theory and cognitive load theory framework. The teaching behaviors of the language and mathematics classrooms were automatically annotated and analyzed by the artificial intelligence engine of Zhongqing’s “Smart Class System”, and the commonalities and differences of the teaching behaviors of the two disciplines were revealed by using data mining and deep learning methods. It was found that language and mathematics classrooms have both commonalities and significant differences in teaching behaviors. In addition, the type of classroom had a significant impact on students’ engagement and interaction patterns. Based on the findings, it is recommended that student-student interaction be strengthened, direct teacher explanations be reduced, and intelligent teaching tools be promoted in order to enhance the quality of classroom teaching, facilitate teachers’ professional growth, and promote innovation in interdisciplinary teaching.