【作 者】：
殷宝媛，王雪静，孙 馨，郭利超
【关 键 词 】：
多模态数据； 教师； 课堂管理行为； 行为特征； 分类识别； 时序发展
【栏 目】：
学科建设与教师发展
【中文摘要】：
教师课堂管理行为的智能评估与精准诊断是数智时代教师素养提升和教育实践变革的关键抓手。研究采用多模态数据融合分析法，深度解码了教师课堂管理行为的模式及其特征。为精确捕获和量化教师课堂管理表现，构建了一个四维分析模型，涵盖了9项一级指标和24项二级指标，通过加权融合多模态数据，实现了对教师课堂管理行为的定量评价。研究结果表明：教师课堂管理行为可归纳为教师中心型、常规稳定型及灵活适应型。教师课堂管理行为特征可总结为自我管理一致性、学生管理弹性、内容聚焦性与环境管理恒常性四个维度。时序分析揭示了教师在教学进程中管理行为的动态演变，从初始的引导学生到赋权学生，连续的策略优化映射出教师专业能力的逐渐展现和对课堂生态的灵活适应。研究深化了对教师课堂管理行为的认识与理解，为未来教师课堂管理行为的评估与优化提供了一种新的分析框架和实证基础。
【英文摘要】：
Intelligent evaluation and precise diagnosis of teachers' classroom management behaviors are the key to improve teachers' competencies and change educational practices in the era of digital intelligence. The study employed multimodal data fusion analysis method to deeply decode the patterns and characteristics of teachers' classroom management behaviors. In order to accurately capture and quantify the performance of teachers' classroom management, a four-dimensional analysis model was constructed, covering 9 primary and 24 secondary indicators, and a quantitative evaluation of teachers' classroom management behaviors was achieved through the weighted fusion of multi-modal data. The results of the study indicate that teachers' classroom management behaviors can be categorized into the teacher-centered type, the routine-stable type, and the flexible-adaptive type. The characteristics of teachers' classroom management behaviors can be summarized into four dimensions: consistency in self-management, flexibility in student management, focus on content, and constancy in environmental management. Temporal analysis reveals the dynamic evolution of teachers' management behaviors throughout the teaching process, from initially guiding students to empowering students, and successive optimization of strategies reflects the gradual demonstration of teachers' professional competence and their flexible adaptation to the classroom ecology. The study deepens the understanding of teachers' classroom management behaviors, and provides a novel analytical framework and empirical foundation for the future assessment and optimization of teachers' classroom management behaviors.