张伟平， 陈梦婷， 赵晓娜， 白 雪
【关 键 词 】：
专递课堂； 师生互动； 学习效果； 小学美术； 课堂氛围； 学习态度
The special delivery classroom plays a unique role in promoting education equity, and has attracted more and more attention. In order to test the effect of teacher-student interaction on learning effect in special delivery classroom, this paper constructs a chain intermediary model with moderating effect, consisting of the variables such as teacher-student interaction, classroom atmosphere, learning attitude, learning effect and class size. Using the structural equation model method, this paper takes the Art Class of Chongyang primary school as the research object, and studies the relationship among teacher-student interaction, classroom atmosphere, learning attitude, class size and learning effect. The results show that similar to traditional classroom，in special delivery classroom, interaction between teachers and students has a positive effect on learning effect; classroom atmosphere and learning attitude play an mediating role between teacher-student interaction and learning effect. Class size plays a moderating role between teacher-student interaction and classroom atmosphere.