【作 者】：
王陆，李瑶
【关 键 词 】：
大数据；课堂教学行为大数据；教学行为；教学现象
【栏 目】：
课程与教学
【中文摘要】：
无论是教学实践者还是教学研究者，都需要重视课堂中的教学现象，并基于教学现象而深入地理解教学的本质。本研究利用课堂教学行为大数据，运用视频案例分析法、内容分析法、统计分析法和归纳推断法等研究方法，从教学现象的观察与描述中研究课堂教学的规律。研究发现：不同性别、不同科目和不同学段的教师，在课堂教学中具有共性的教学现象，即都明显缺乏提出批判性问题、创造性问题、鼓励学生提出问题、支持学生就研究问题进行讨论后汇报，以及学生缺乏创造性回答等现象，这无疑是未来教学改进的切入点；本研究也发现，无论教师的性别，还是教师所任教的学科及学段都会呈现较多的差异性教学现象，如男女教师的教学差异、文科和理科教师的教学差异，以及小学、初中和高中教师的教学差异等，利用这些差异性现象改进教师的专业学习是未来教师教育中的重要研究课题。本研究所发现的共性与差异性的教学现象，为我们进一步改进课堂教学和获取教学规律奠定了重要的基础。
【英文摘要】：
Both teachers and researchers need to pay attention to classroom teaching phenomena and then form profound understanding of nature of teaching. In this study, four kinds of research methods, namely video case analysis, content analysis, statistical analysis and induction and deduction, are used to investigate laws of classroom teaching from observation and description of teaching phenomena. The study finds that teachers with different genders, different disciplines and different periods are similar in some aspects in classroom teaching. For example, they seldom put forward critical or creative questions, seldom encourage students to ask questions or report what they have discussed, and students are also short of creative answers. Those undoubtedly become areas for improvement in future teaching. The study also finds that differentiated teaching phenomena exist in teachers with different genders, different disciplines and different periods, such as differences between male teachers and female teachers, between liberal teachers and science teachers, among teachers in primary school, junior high school or senior high school. Those differences will become important research issues in future teacher education. The commonness and differences of teaching phenomena lay an important foundation for further improvement of classroom teaching and discovery of teaching laws.