伴随信息技术与教育教学深度融合实践，素养导向的新课程改革正进一步加速课堂变教为学进程，如何以现代信息技术环境下的课堂观引领实践变革、如何以智能技术赋能现代课堂评价以推动常态化教学创新，这些正成为当下重大实践命题，需要有新的课堂评价理论创新与探索，以克服自上个世纪60年代以来课堂量化评价弗兰德斯互动分析方法的制约瓶颈，使课堂评价在更高阶教学意义上呈现、分析和发展。本研究基于所在团队自“十二五”以来“深度课堂”评价领域研究积淀，进一步深入学科开展教学活动分析与评价研究，为这一领域发展融入学科情景素养育人视域提供前瞻性思考。
本研究立足于小学数学学科，综合运用内容分析法、访谈法和案例分析法，开展了活动理论视角下小学数学课堂教学活动分析框架与评价维度研究。具体研究过程如下：①基于活动理论，明确课堂教学活动的切分边界，建构小学数学课堂教学活动的分析框架；②通过专家访谈对分析框架进行一轮优化；③应用分析框架对21节小学数学示范课进行编码分析，通过数据统计得到小学数学教学活动整体特征；④提炼活动观视角下课堂评价维度，形成评价维度赋分标准；⑤应用评价维度对3*3个同课异构课例进行评价，开展案例分析，并与三位课堂评价研究员的评价结果对比，验证评价维度的适切性。
本论文的研究结果如下：①形成了小学数学课堂教学活动分析框架，具体包括教学活动切分边界、教学活动要素分析与教学活动类别分析，其中要素分析分为客体（教学情境、探究任务/问题、核心知识）、主体-共同体（组织形式）以及中介工具（认知性中介工具、物质性中介工具）三部分；②分析小学数学课堂教学活动整体特征发现：在活动数量方面，平均每节课有6.09个教学活动；在活动客体方面，客体的起始通常是多样化的教学情境，而后聚焦到问题或任务，最后是学科知识的呈现；在组织形式方面，师生问答贯穿课堂始终，探究合作成为课堂必备环节；在中介工具的应用方面，认知性中介工具与物质性中介工具都还有较大提升空间。③提炼得到小学数学课堂教学评价维度，包含教学内容、情境创设、问题/任务设计、学生主体性、教师指导性、工具丰富性、工具创新性七个维度及赋分标准，通过案例分析对比证明该评价维度具有较好的适切性。综上，本研究面向信息技术赋能的现代课堂，从活动视角对其进行分析与评价，能够表征课堂教学的高阶意义，研究开发的分析框架与评价维度能够辅助教师开展活动观视角下课堂教学的设计与调优，并为信息技术丰富环境下的现代课堂自动化评价创新理论与评价分析模式。

With the deep integration of information technology and education and teaching, the new curriculum reform guided by literacy is further accelerating the process of classroom transformation from teaching to learning. How to lead practical changes with the classroom view in the modern information technology environment, and how to empower modern classroom evaluation with intelligent technology to promote normalized teaching innovation, these are becoming major practical propositions at present, requiring new theoretical innovation and exploration of classroom evaluation, To overcome the bottleneck of the Flanders interactive analysis method in classroom quantitative evaluation since the 1960s, and to present, analyze, and develop classroom evaluation in a higher level of teaching significance. This study is based on the research accumulation of the team in the field of "deep classroom" evaluation since the 12th Five Year Plan, and further delves into the analysis and evaluation of teaching activities in the discipline, providing forward-looking thinking for the development of this field and integrating it into the perspective of disciplinary situational literacy education.
This study is based on the subject of primary school mathematics, and comprehensively utilizes content analysis, interview, and case analysis methods to conduct an analysis framework and evaluation dimension research on primary school mathematics classroom teaching activities from the perspective of activity theory. The specific research process is as follows: ① Based on activity theory, clarify the segmentation boundary of classroom teaching activities, and construct an analytical framework for primary school mathematics classroom teaching activities; ② Conduct a round of optimization of the analysis framework through expert interviews; ③ Apply the analysis framework to code and analyze 21 elementary school mathematics demonstration courses, and obtain the overall characteristics of elementary school mathematics demonstration courses through data statistics; ④ Refine the evaluation dimensions of primary school mathematics classroom teaching and form scoring standards for evaluation dimensions; ⑤ Apply the evaluation dimension to evaluate 3 * 3 heterogeneous lesson examples of the same course, conduct case analysis, and compare the evaluation results with those of three classroom evaluation researchers to verify the usability of the evaluation dimension.
The research results of this study are as follows: ① A framework for analyzing classroom teaching activities in primary school mathematics has been formed, which includes the segmentation boundary of teaching activities, analysis of teaching activity elements, and analysis of teaching activity categories. Element analysis is divided into three parts: object (teaching context, exploration task/problem, core knowledge), subject/community (organizational form), and intermediary tools (cognitive tools, material tools); ② Analyzing the overall characteristics of primary school mathematics classroom teaching activities, it is found that in terms of the number of activities, there are an average of 6.09 teaching activities per class; In terms of activity objects, the beginning of the object is usually a diverse teaching context, followed by a focus on the problem or task, and finally the presentation of subject knowledge; In terms of organizational form, teacher-student Q&A runs throughout the classroom, and exploration and cooperation have become an essential part of the classroom; There is still significant room for improvement in the application of intermediary tools, whether they are cognitive or material Extract the evaluation dimensions of primary school mathematics classroom teaching, including seven dimensions: teaching content, scenario creation, problem/task design, student subjectivity, teacher guidance, tool richness, and tool innovation. Through case analysis, it is proven that this evaluation dimension has good usability. In summary, this study analyzes and evaluates the classroom from an activity perspective, retaining the teaching significance of the classroom and possessing good innovation. In addition, the analysis and evaluation tools developed by the research can assist teachers in self-evaluation and optimization of classroom teaching, and also serve as the foundation for subsequent classroom automation evaluation.