【作 者】：
胡 航， 杜 爽
【关 键 词 】：
深度课堂； 课堂教学； 过程评价； 分级模型； 教师属性
【栏 目】：
课程与教学
【中文摘要】：
培育面向学生思维发展的深度学习课堂已经成为新时代教学改革的重要议题。本研究梳理课堂教学深度的三个阶段演进历程，依据三种课程系统建立和修正了深度教学课堂过程评价框架，通过对S省C市12区县中小学教师问卷调查和访谈，探究了深度课堂教学与教师性别、教龄和学段之间的差异，建立并分析了深度课堂教学分类模型五类教师与深度课堂教学特征、教学深度和认知层级的对照关系。研究发现，一是深度课堂教学评价框架发现不同教师性别、教龄和学段的课堂教学过程存在显著差异，特别是在专业职责与情感支撑方面差异最大；二是深度课堂关系模型能较好地解释不同类型教师在教学特征、教学深度上的表现和差异因素，为教师向深层课堂教学的转型，经由“深度教学”引领学生达成“深度学习”，提供了可操作、可评价的依据。
【英文摘要】：
Cultivating a deep learning classroom oriented to the development of students' thinking has become an important issue of teaching reform in the new era. This study combs the evolution of the depth of classroom teaching in three stages, establishes and revises a framework for evaluating the process of deep classroom teaching based on three curriculum systems. Based on the questionnaire survey and interview of primary and secondary school teachers in 12 districts and counties of City C, Province S, this paper explores the differences between deep classroom teaching and teachers' gender, teaching age and school level, and establishes and analyzes the contrast relationship between five types of teachers in the classification model of deep classroom teaching and the characteristics, teaching depth and cognitive level of deep classroom teaching. It is found that, firstly, according to the deep classroom teaching evaluation framework, there are significant differences in classroom teaching processes for different teachers with different gender, teaching age, and school level, especially the differences in professional responsibilities and emotional support. Secondly, the deep classroom relationship model can better explain the performance and difference factors of different types of teachers in terms of teaching characteristics and depth of teaching, which provides an operational and evaluable basis for teachers to transform to deep classroom teaching and lead students to "deep learning" through "deep teaching". This paper provides a basis for teachers to transform to deep classroom teaching, and to lead students to achieve "deep learning" through "deep teaching".