“三环五步”智能循环课堂赋能《初等数学研究》课程教学改革：模式构建与实践探索

Teaching Reform of Elementary Mathematics Research through a “Three-Stage, Five-Step” Intelligent Cyclic Classroom: Model Construction and Practical Exploration

摘要: 《初等数学研究》是数学师范专业核心课程，现有教学中存在理论学习与教学实践衔接不足、学生参与度不高、评价偏重终结性结果等问题。基于成果导向教育(Outcome-Based Education, OBE)、建构主义、形成性评价与学习分析，本研究构建“三环五步智能循环课堂”：以课前导学、课中实施和课后反思构成三个跨课次循环的环节，并在课中嵌入“导、学、议、练、评”五个递进步骤。学习通、雨课堂及线下任务记录共同提供课前诊断、课堂互动、作品表现和评价反馈等过程证据，教师审核分析结果后调整下一轮任务、支架与评价重点。与翻转课堂和混合式学习的典型形态相比，该模式不以知识传递前移或教学空间混合为主要创新，而突出师范生教学能力的连续生成、跨课次动态循环和数据支持的教学调节。首轮实践采用行动研究与准实验相结合的框架，本文仅依据已核实的课堂观察、任务作品与过程记录讨论初步变化，不报告尚未完成统一核验的统计结果。初步实践表明，该模式在学生参与、教学表达和反思调节方面呈现积极迹象，但其因果效应、长期稳定性与跨课程适用性仍需进一步验证。

Abstract: Elementary Mathematics Research is a core course in mathematics teacher education, yet its instruction is often constrained by weak links between theoretical learning and teaching practice, limited student participation, and an overreliance on summative assessment. Grounded in outcome-based education (OBE), constructivism, formative assessment, and learning analytics, this study develops a Three-Stage, Five-Step Intelligent Cyclic Classroom. The three stages—pre-class guidance, in-class implementation, and post-class reflection—operate across successive class sessions, while guidance, learning, discussion, practice, and evaluation form a progressive in-class pathway. Process evidence from Chaoxing Learning, Rain Classroom, and offline tasks supports diagnosis, interaction analysis, performance assessment, and feedback; teachers review these outputs before adjusting the tasks, scaffolds, and assessment priorities for the next cycle. Unlike typical flipped-classroom and blended-learning models, whose primary concerns are the relocation of knowledge transmission or the integration of learning spaces, the proposed model emphasizes the continuous development of preservice teachers’ instructional competence, cross-session cycles, and data-supported regulation. The first-round implementation combined action research with a quasi-experimental framework. This article discusses only preliminary changes supported by verified classroom observations, task artifacts, and process records, without reporting statistical results that have not undergone consistent verification. The preliminary evidence indicates positive signs in participation, instructional communication, and reflective regulation, whereas causal effects, long-term stability, and cross-course applicability require further investigation.