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随着数字技术的快速发展,智慧教室作为未来教育的重要发展方向,正不断重塑传统教学模式。教师课堂教学亲和力作为影响教学质量与学生学习体验的关键因素,在智慧教室情境下呈现出新的结构特征与发展需求。该文立足智慧教室教学环境,构建了智慧教室环境下的小学教师课堂教学亲和力的初始理论框架,确立了由言语行为亲和力、非言语行为亲和力、技术互动亲和力以及个人特质亲和力4个核心维度组成的测评模型。该模型在理论上首次将技术互动亲和力纳入课堂亲和力测评框架,在实践上为智慧课堂下教师课堂表现的科学诊断、持续追踪与改进提供了可操作的工具与依据。
Abstract：With the rapid advancement of digital technologies, smart classrooms, as an important trend for the future of education, are fundamentally reshaping traditional teaching models. As a critical factor influencing both teaching quality and students' learning experiences, teachers' classroom teaching affinity has developed new structural characteristics and emergent requirements within the smart classroom context. Drawing on the smart classroom teaching environment, this study proposes an initial theoretical framework for primary school teachers' classroom teaching affinity and establishes an evaluation model encompassing four core dimensions: verbal behavioral affinity, nonverbal behavioral affinity, technological interaction affinity, and personal trait affinity. Theoretically, the model is the first to integrate technological interaction affinity into a classroom affinity evaluation framework. Practically, it offers a feasible tool and evidence base for the scientific diagnosis, continuous monitoring, and systematic improvement of teachers' classroom performance in smart classroom environments.
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基本信息:
中图分类号:G434;G622.4
引用信息:
[1]侯戈,陈增照,张婧.智慧教室环境下的小学教师课堂教学亲和力测评模型构建与应用研究[J].中国电化教育,2025,No.466(11):114-121.
基金信息:
国家自然科学基金面上项目“数智驱动的教师专业能力测评与自适应提升策略研究”(项目编号：62477022); 华中师范大学中央高校基本科研业务费“人工智能+”专项“数智驱动的师范生专业能力测评与自适应提升方法研究”(项目编号：CCNU25ai003)阶段性研究成果
2025-11-10
2025-11-10