基于课堂智能分析大模型的教师教学能力分析框架及其应用研究

Analysis Framework of Teachers’Teaching Competency Based on Classroom Intelligent Analysis Large Model and its Application Research

当前,外部社会数智化正通过知识组合方式不断影响处于“三元空间”的包含教师在内的人类主体,知识获取途径的复杂性和多元化使教师教学能力培养逐渐指向“个性化”大趋势。基于课堂智能分析场景的案例增量数据来进行垂直大模型学习,成为课堂智能分析大模型训练和人工智能支持教师能力分析及教师专业发展的主要方向之一。在此背景下,文章首先基于能力形成的过程视角和斯皮尔曼的二因素理论,构建了教师教学能力结构模型;然后,文章对课堂教学行为和教学能力进行智能分析判别,构建了基于课堂智能分析大模型的教师教学能力分析框架和培养机制;最后,文章以北京市某学校的五年级语文老师为例,初步构建了该教师课堂教学行为与教学能力的映射关系和教师教学能力框架。文章通过研究,旨在为教师教学能力的个性化培养和智能评测提供有力支持。

At present,the digital intelligentization of external society is continuously influencing the human subjects including teachers in the“three-dimensional space”through the way of knowledge combination.The complexity and diversification of knowledge acquisition channels make the cultivation of teachers’teaching competency gradually point to the gerneral trend of“individuation”.One of the main directions of the classroom intelligent analysis large model training and the teachers’competencies analysis and teachers’professional development supported by artificial intelligence is to conduct vertical big model learning based on the case incremental data of the classroom intelligent analysis scenarios.Under this context,the paper firstly constructed the teachers’teaching competency structure model based on the process perspective of ability formation and Spearman's two-factor theory.Subsequently,the intelligent analysis discrimination of classroom teaching behaviors and teaching competency was conducted,which constructed an analysis framework and training mechanism of teachers’teaching competency based on the classroom intelligent analysis large model.Finally,taking a fifth-grade Chinese language teacher in an elementary school as an example,the mapping relationship between the teacher’s classroom teaching behaviors and teaching competency,as well as the framework of teacher’s teaching competency were preliminarily constructed.Through this research,the paper was aimed to provide strong support for the personalized training and intelligent assessment of teachers’teaching competency.