【作 者】：
高婷婷，王 萱，田 俊，刘博文，王继新，王黛琦
【关 键 词 】：
专递课堂； 教学交互； 强交互； 乡村学生； 交互质量
【栏 目】：
课程与教学
【中文摘要】：
当前，乡村学生在专递课堂交互时存在知识获取通道单一化、方式被动化以及内容去情境化等“弱交互”问题。研究基于具身认知理论视角，在厘清专递课堂“强交互”学习内涵特征的基础上，分析其开展过程中存在物化交互的支持不足、社会交互的体验不佳和自我交互的绩效不彰等交互难点。基于交互难点的突破，研究构建了有效融合交互性工具、临场感支架和多元化评价的专递课堂“强交互”学习理论模型。同时，以小学三年级科学“食物的消化”课程为应用案例，详细阐述了基于专递课堂IPA学习理论模型的活动设计流程与实施策略，以期为专递课堂IPA学习促进乡村学校学生学业质量发展提供理论与实践指导。
【英文摘要】：
Currently, there are problems of "weak interaction"such as simple access to knowledge, passive approach and de-contextualization of content when rural students interact with each other in the delivery classroom. From the perspective of embodied cognition theory, on the basis of clarifying the connotation and characteristics of "strong interaction" learning in delivery classroom, this study analyzed the difficulties in the process of interaction, such as insufficient support of physical interaction, poor experience of social interaction and poor performance of self-interaction. In order to break through the difficulties, this study constructed a theoretical model of "strong interaction" learning for delivery classroom, which effectively integrated interactive tools, presence scaffolding and diversified evaluation. At the same time, taking the third-grade science lesson "Food Digestion" in primary school as a case, this study elaborated on the activity design process and implementation strategies based on the model, in order to provide theoretical and practical guidance for the development of students' academic quality in rural schools Through the IPA learning of delivery classroom.