双课堂教学是基于混合式学习理念实现的将借助于网络教学平台搭建的虚拟课堂和传统师生对话式的现实课堂相结合的一种新型教学模式，该模式充分发挥了教师在教学过程中的引导、启发作用和学生作为学习主体的积极性、主动性，受到众多一线教师的认可，尤其在语文学科实现了广泛的探索与实践。众多的实践案例表明双课堂教学确实产生了一定的积极效果，但是，如何评判双课堂教学模式的有效性、如何评价双课堂教学环境下学生的学习、如何促进双课堂教学模式更好的开展，是这一领域需要研究和解决的问题。 本研究借助于北京市某中学的语文双课堂教学实践案例，聚焦于学生在虚拟课堂上的过程性学习数据，首先通过文献调研，探寻学习评价的理论方法，结合语文双课堂教学的特点，提出双课堂教学环境下学生学习评价切实可行的思路方法，研究发现基于SOLO分类理论通过学生可观察的学习成果结构可以用来评价学生的学习质量；在此基础上，结合语文学科核心素养、语文课程标准的要求，并借鉴了国际上成熟的阅读素养测评框架PISA和学科专家的意见，构建了双课堂教学环境下学生学习评价工具，并利用德尔菲法对评价工具进行了检验和修订；最后，本研究利用构建的学习评价工具对选取的双课堂教学实践案例进行基于内容分析法的编码分析和讨论，并结合数据分析的结果给出双课堂今后开展的若干建议，包括教师问题的设置和引导、SOLO分类理论与过程性评价的整合、学生构建规范的答题模式等。 本论文的创新之处在于，基于SOLO分类理论，结合语文学科特点，以一线教学实践为支撑，构建了双课堂教学环境下学生学习评价工具，并通过德尔菲法进行检验和修订，通过对案例的数据分析来验证其有效性，探索出双课堂教学环境下学生学习评价的一种有效方法，并根据数据分析的结果对双课堂今后的实施开展提出了建议，对语文双课堂一线教学实践起到了一定的指导作用。

Double classroom teaching is a new type of teaching mode that combines the virtual classroom built by the online teaching platform with the realistic classroom of the traditional teacher-student dialogue type based on the hybrid learning concept. This mode gives full play to the teachers’ The guiding and enlightening roles in the teaching process and the enthusiasm and initiative of students as learning subjects have been recognized by many front-line teachers, especially in the Chinese language discipline. Many practical cases show that double classroom teaching does produce some positive results. However, how to judge the effectiveness of the double classroom teaching model, how to evaluate student learning in the double classroom environment, and how to promote the development of the dual classroom teaching model, It is a question that needs to be studied and solved in this field. In this study, with the aid of a double-classroom teaching practice in a middle school in Beijing, we focused on the process of learning data in the virtual classroom. First, through literature research, we explored the theoretical methods of learning assessment, combined with the characteristics of dual language classroom teaching. The practical thinking and method of student learning evaluation in the double classroom environment, the study found that the SOLO classification theory can be used to evaluate the students' learning quality through the observable learning achievement structure of the students; on this basis, combined with the current learning in the first-line teaching practice Qualitative analysis of evaluation criteria, construction of a student learning evaluation tool in a double classroom environment, and use of the Delphi method to test and revise evaluation tools; finally, the study uses the built learning evaluation tool to select the dual classroom teaching practice. Case analysis and discussion based on content analysis method, and combined with the results of data analysis gives a number of recommendations in the future of dual classroom, including the establishment and guidance of teacher problems, the integration of SOLO classification theory and process evaluation, students to build norms Answer mode and so on. The innovation of this thesis lies in the fact that based on the SOLO classification theory, combined with the characteristics of the Chinese discipline, and supported by the first-line teaching practice, it constructs a student learning evaluation tool under the dual classroom teaching environment, and tests and revise it through the Delphi method, through the case study. The data analysis was used to verify its validity, and explored an effective method for students' learning evaluation in the dual classroom environment. Based on the data analysis results, suggestions were made for the implementation of the dual classroom in the future, and the teaching practice for the first-line language in the dual classroom was started. To a certain guiding role.