小学数学课堂师生互动质量的观察与评价——基于“课堂师生互动评估系统（CLASS）”的实证研究

Observation and Assessment On Teather-Student Interaction in Elementary Mathematics Classrooms: An Empirical Study Based on Classroom Assessment Scoring System

本文以“课堂师生互动评估系统（CLASS）”为研究工具，对两位优秀小学数学教师的课堂师 生互动行为进行了观察和记录，并从师生互动整体水平、情感支持、课堂组织、教学支持等方面对师生互动 质量进行了分析评价。基于上述研究，我们发现：有效的课堂师生互动具有积极的情感互动氛围、丰富高效 的课堂组织策略和基于思维能力锻炼的教学引导等特点；CLASS 作为西方一项成熟的课堂评价工具，具有 全面真实地反映课堂师生互动情景、基于学生行为评价师生互动质量、结合定量与定性评价方法促进教师的 专业发展等特点，对我国课堂师生互动研究有着宝贵的借鉴意义。

With Classroom Assessment Scoring System(CLASS) as the mearsurement tool， researchers observed and wrote notes about teacher-student interactions recorded in eight classroom videos from two elementary mathematics teachers in Wuhan. Analyses and assessments were conducted from the perspective of emotional support， classroom organization and instructional support as well as the quality of teacher-student interaction as a whole. Findings reveal that effective teacher-student interactions in classrooms are charicterized by positive emotional climate， multiple productive classroom management strategies and instructional guides aiming at improving students’ high-level thinking skills. As a well-developed classroom assessment tool from America， CLASS provides a framwork for observing what happens between/among teachers and students in classrooms systematically， evaluates the quality of teacher-student interations in terms of students’ behaviors and prompts teachers’ professional development by providing both quantitive and qualitative assessment data， which is why more attention from Chinese researchers should be focused on this tool.