【作 者】：
王继新， 田 俊， 王 萱， 韦怡彤
【关 键 词 】：
课堂教学； 教学行为分析； 在地化课堂； 互联网+； 优化对策
【栏 目】：
教育信息化
【中文摘要】：
“互联网+在地化课堂”是解决乡村教学点开不齐、开不足、开不好课问题的有效策略，也是提升乡村教育质量的关键抓手，在实施过程中应不断总结经验、验证成效并优化升级。文章首先陈述了“互联网+在地化课堂”的理念提出与实施过程；其次融合TIMSS的课堂教学行为分析和LICC课堂观察的方法，从教学共同体的协同行为、课堂教学言语与非言语行为的规范性、课堂的组织规模与个性化培养等方面进行了课堂教学行为分析。最后以教学行为数据分析结果为依据，从协同机制、教学规范和智能扶智三个维度提出了优化对策，包括充分激发共同体内外协同动力，优化组织架构，责权分配和制度安排；制定教学规范，引导共同体教师的协同教学设计、实践与评价；以“AI+教育”助力同步互动课堂精准化教学与个性化学习。
【英文摘要】：
"Internet + Place-based-Classroom" is an effective strategy to solve the problems in small schools in rural area, such as incomplete subjects, insufficient class hours and low-quality teaching and it is also a key to improve the quality of rural education. In the process of implementation, it is necessary to summarize experience, verify results and optimize and upgrade constantly. Firstly, the paper expounds the process of the idea proposal and implementation of "Internet + Place-based-Classroom". Secondly, the classroom teaching behavior is analyzed with the TIMSS and the LICC analysis method from cooperative behaviors of teaching community, the normativity of verbal and non-verbal behaviors in classroom teaching, the scale of classroom organization and personalized cultivation. Finally, based on the results of the data analysis of teaching behaviors, the optimization countermeasures are proposed from three dimensions of cooperative mechanism, teaching standards and intelligent support, including fully stimulating the internal and external synergy, optimizing the organizational structure, distribution of responsibility and rights, and institutional arrangements, formulating teaching norms, guiding collaborative instructional design, practice and evaluation of teachers in the community, and using "AI+ education" to help realize precise teaching and personalized learning in synchronous interactive classrooms.