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师生互动是智慧课堂中促进学生高阶思维发展的关键机制。为揭示师生互动与高阶思维之间的非线性动态关联及其阈值规律,该文基于432节课堂多模态数据,构建训练集与测试集,运用随机森林与决策树算法展开分析。结果发现,师生互动与高阶思维之间并非线性叠加,而是呈现出高、中、低三类互动区间及其对应的动态关联阈值;互动结构是影响高阶思维的基础性前提,互动质量与课堂互动话语权表现出差异化作用,且存在多要素协同约束与动态适配机制。由此可见,智慧课堂中高阶思维的培育并不取决于互动数量的简单增加,而在于通过优化互动结构、把握教师指导的适度边界并加强过程监测,促进师生互动与高阶思维之间的动态适配。据此,该文从互动结构、互动质量与互动监测三个维度提出课堂优化路径,可为智慧课堂中的高阶思维培育、课堂教学优化与教学决策支持提供依据。
Abstract：Teacher-student interaction is a key mechanism for promoting higher-order thinking in smart classrooms. Based on 432 multimodal classroom samples, this paper uses random forest and decision tree models to examine the nonlinear relationship between teacher-student interaction and higher-order thinking, as well as its threshold patterns. The results show clear high-interaction zones, medium-interaction zones, and lowinteraction zones with distinct thresholds. Interaction structure serves as a basic condition, while interaction quality and classroom discourse distribution play different roles, with multiple factors showing coordinated and adaptive effects. The findings suggest that higher-order thinking depends less on simply increasing interaction than on optimizing interaction structure, keeping teacher guidance within an appropriate range, and strengthening process monitoring. On this basis, the paper proposes practical paths for classroom improvement and instructional decision-making.
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基本信息:
中图分类号:G434
引用信息:
[1]吴宏超,应美金,张林静.智慧课堂多维师生互动特征与高阶思维的动态关联阈值——基于随机森林与决策树算法的实证研究[J].中国电化教育,2026,No.473(06):110-118.
基金信息:
2025年度广东省教育科学规划中小学教师教育科研能力提升计划项目重点项目“数字化评价赋能课堂教学转型提质研究”(项目编号:2025ZQJK647)研究成果
2026-06-04
2026-06-04