天津市教科院学报2025，Vol.37Issue(6)：26-39,14.DOI:10.3969/j.issn.1671-2277.2025.06.003
基于互动行为分析的双师同步课堂观察研究
An Observational Study of Dual-Teacher Synchronous Classrooms Informed by Interaction Behavior Analysis
摘要
Abstract
The dual-teacher synchronous classroom,as an extended form of the"three-classroom"model in the process of educational digital transformation,enables the cross-spatial and temporal collaboration between teachers from high-quality schools and those from under-re-sourced schools.This dynamic circulation of high-quality intellectual resources contributes to promoting educational equity.However,this technology-empowered model also harbors structural contradictions in classroom interaction.Building upon the integration and refinement of classical classroom observation tools,this study constructs an analytical framework for teacher-student in-teraction in dual-teacher synchronous classrooms.Using twenty recorded teaching videos as data samples,the research employed classroom observation and analysis methods to examine the rich verbal interactions between teachers and students,as well as the dynamic relationships between teacher behaviors and student behaviors.The findings reveal issues such as the asymmetrical dis-tribution of discursive authority in classroom interaction.Accordingly,optimization strategies are proposed,including reconstructing teaching strategies and activating interactive tasks to foster cross-site student collaboration.The study provides valuable insights for preventing goal aliena-tion during the implementation of dual-teacher synchronous classrooms and offers implications for promoting their sustainable development.关键词
同步课堂/双师教学/课堂互动Key words
synchronous classroom/dual-teacher instruction/classroom interaction分类
社会科学引用本文复制引用
柳立言,侯望哲,秦松..基于互动行为分析的双师同步课堂观察研究[J].天津市教科院学报,2025,37(6):26-39,14.基金项目
2025年中国教育学会师范教育协同提质计划专项课题"人工智能时代师范院校课堂教学变革及风险规避研究"(202500002213ZXC). （202500002213ZXC）
