中国电化教育

智慧课堂以培养学生核心素养为根本宗旨，而学科能力培养是落实核心素养的有效途径。因此智慧课堂教学应关注学生学科能力的形成和培养，智能技术应用为学科能力培养提供了支撑。该文在分析智慧课堂教学流程的基础上，构建面向数学学科能力培养的师生课堂技术应用行为分析框架，对30节小学数学智慧课堂教学课例进行分析，探析师生在学情定位、内容推送、活动开展、测评反馈四个方面的技术应用行为及教学效果。研究发现：教师已具有利用技术开展智慧课堂教学的意识，学情分析和课堂测评环节技术应用初显成效，但整体而言对学科能力的凸显不足。主要体现在学情分析环节对学生创造迁移能力关注不够，以知识记忆和简单应用为基础的教学活动偏向于教师主体，忽略了学生学习的内在建构过程，对学生过程性的学科能力外显表现关注不多，导致教学有所偏倚，智慧课堂教学效果仍待优化。建议从建设支持学科能力培养的教学平台、深化教师对学科能力的认识、提升人机协同素养等方面推动智慧课堂教学发展。

Smart classroom takes the cultivation of students' core literacy as the fundamental purpose, and the cultivation of subject competence is an effective way to implement core literacy. Therefore, smart classroom teaching should focus on the formation and cultivation of students' subject competence, and intelligent technology application provides support for the cultivation of subject competence. Based on the analysis of smart classroom teaching process, the article constructs a framework for analyzing teachers' and students' classroom technology application behaviors for mathematics subject competence cultivation, and analyzes 30elementary school mathematics smart classroom teaching cases to explore teachers' and students' technology application behaviors and teaching effects in four aspects:learning situation orientation, content delivery, activity development, assessment feedback. The study found that teachers are aware of the use of technology for smart classroom teaching, and the application of technology in the learning situation analysis and classroom assessment sessions is beginning to show results, but on the whole, the subject competence is not highlighted enough. This is mainly reflected in the insufficient attention to students' creative ability and transfer ability in the learning analysis, the teaching activities based on knowledge memorization and simple application favoring the teacher-centeredness,ignoring the inner construction process of students' learning, and paying little attention to the outward performance of students' process discipline ability, which leads to biased teaching and smart classroom teaching effect still to be optimized. Finally, the article puts forward suggestions in three aspects: improving the function of the teaching platform to support the cultivation of subject competence, improving the teaching ability to cultivate subject competence and improving the human-computer collaborative literacy,in order to provide ideas and references for promoting the development of smart classroom teaching to cultivate subject competence.