文章以教师课堂教学行为为研究对象,以国家中小学智慧教育平台的4个优质课例和4个普通课例为研究样本,在ITIAS编码系统的基础上根据教学视频实际情况对教学行为进行编码,通过滞后序列分析法以及行为时序列分析法,得到课堂教学行为占比及频次、调整后的残差值表、两类课例的行为转换图以及行为时序列图,进而总结出有效课堂教学行为,指导教师有效开展课堂教学,提升教师专业素养,优化师生教学行为策略,让我们的课堂教学彰显智慧色彩。This paper takes teachers’ classroom teaching behaviors as the research object, and selects four exemplary and four ordinary classroom teaching videos from the National Smart Education Platform for the research sample. Based on the ITIAS coding system, the teaching behaviors are coded according to the actual situation of the teaching videos. Using the lagged sequence analysis method and the behavior time sequence analysis method, the proportion and frequency of classroom teaching behaviors, the adjusted residual value table, the behavior conversion diagram and the behavior time sequence diagram of the two types of classroom teaching videos are obtained. Then, effective classroom teaching behaviors are summarized to guide teachers to effectively conduct classroom teaching, improve their professional competence, optimize the teaching behavior strategies of teachers and students, and make our classroom teaching more vibrant with wisdom.
在教育数字化以及国家大力发展职业教育的双重时代背景下,国家和社会对职业教育的关注度不断提高,本文通过文献调研、课堂观察的方式开展研究,探究数字化背景下中职课堂教学行为的特征,通过研究发现中职课堂教学行为存在单向灌输式教学、学生主动学习意识薄弱、数字技术的浅层应用、教学评价方式单一等问题,针对问题提出:构建“教师主导,学生主体”的教学模式,定期组织教师参与数字化技能提升培训,提高教师自我反思能力,完善数字化课堂教学环境建设等优化路径,从而为教师优化课堂教学提供高质量的参考,提高中职课堂教学质量。In the dual era background of educational digitization and the country’s vigorous development of vocational education, the attention paid by the country and society to vocational education has been continuously increasing. This paper conducts research through literature review and classroom observation to explore the characteristics of teaching behaviors in secondary vocational classrooms under the digital background. The research reveals issues such as one-way indoctrination teaching, weak student initiative in learning, superficial application of digital technology, and monotonous teaching evaluation methods in secondary vocational classroom teaching. In response to these issues, the paper proposes optimization paths, including constructing a “teacher-led, student-centered” teaching mode, regularly organizing teachers to participate in digital skills enhancement training, improving teachers’ self-reflection abilities, and improving the construction of digital classroom teaching environments. These paths provide high-quality references for teachers to optimize classroom teaching and improve the quality of secondary vocational classroom teaching.
