学习机会是学生发展与教育公平的核心话题，它与高质量教育、机会均等、资源配置等事关教育发展的重大问题密切相关。《国家中长期教育改革和发展规划纲要（2010-2020年）》中明确指出，教育公平的关键是机会公平。当前我国对教育机会问题的宏观研究成果颇丰，但对教育系统内部微观层面学习机会的系统化研究尚未完备，缺乏具体性、可操作性的评价工具，也鲜见聚焦于课堂学习机会评价的研究成果。课堂是学校教育教学的主阵地，对受教育者而言，学习机会的获得与具体的教学实践活动密切相关，开展课堂学习机会评价研究有助于针对性地解决学生受教育过程中的不公平问题，进而有效评价影响学生发展的因素。 本研究立足我国教育发展与改革的实际情况，聚焦教育系统微观层面学生受教育过程中的学习机会问题，以“课堂视域下学习机会评价研究”为主题。研究内容主要包括构建课堂视域下的学习机会评价框架与评价指标体系，编制课堂学习机会评价工具，使用评价工具对H市城市和农村样本校的1181名八年级学生实施调查。研究采用质性与量化相结合的混合研究方法，综合运用文献研究、访谈、问卷调查等方法，采用验证性因素分析、描述性统计、差异分析、回归分析等统计手段，对收集到的数据和资料进行定量和定性分析，并从整体上将质性研究与量化发现整合，对研究结论加以反思。 研究遵循学习机会评价理念的内涵发展轨迹，结合专家访谈构建了课堂学习机会评价框架，包括学习时间、学习内容、教学传递、辅助资源四个评价维度，在此基础上通过理论研究与专家调查确立了课堂学习机会评价指标体系。学习时间包括每周课时量、课后作业次数、课后作业时长、课上非教学时间；学习内容包括对概念或知识点的熟悉程度、接触不同类型问题的机会；教学传递包括直接指导教学、以学生为中心的教学、认知激发教学策略；辅助资源包括教具、多媒体、网络教学资源及校本课程。 在确立评价指标体系的基础上，本研究借鉴学习机会已有测评经验，参照评价工具开发流程，以我国八年级数学学科为载体编制了课堂学习机会的具体测评项目；通过专家审校、学生访谈等环节修订测评项目形成预测试问卷；利用预测试实施的数据对预测试问卷的质量进行分析并修订问卷，最终形成的《八年级课堂学习机会调查问卷》共包含45道题目。统计数据表明，问卷项目质量良好，问卷克隆巴赫系数(Cronbach's Alpha)为0.918(41个项目)，问卷的验证性因素分析拟合指标RMSEA，CFI、TLI分别为0.042、0.944、0.942，选取学生的学业成绩作为效标，它与学生获得的课堂学习机会相关显著，皮尔逊相关系数(Pearson Correlation Coefficient)为0.366，说明评价工具具有较好的效标关联效度，可以在实践研究中使用。 对城乡样本校的调查结果显示：城乡学生对数学概念或知识点的熟悉程度、接触封闭性数学题和开放性数学题的机会、获得的直接指导教学以及辅助资源存在显著差异。城乡学生获得的数学学习时间量大体相当；获得以学生为中心的教学和认知激发教学策略的机会不存在显著差异。控制了学生的家庭经济背景和性别因素，课堂学习机会对农村学生的学业发展影响更显著；城乡学生对数学概念或知识点的熟悉程度对其数学成绩的解释率都是最高的；认知激发的教学策略和以学生为中心的教学对城乡学校学生的学业发展均未发挥显著促进作用。 本研究的创新在于：首次遵循学习机会评价理念的内涵发展轨迹提出了课堂视域下的学习机会评价框架，系统化地构建了课堂视域下的学习机会评价指标体系，并发展了新的课堂学习机会评价工具；采用质性研究与量化分析相结合的研究方法展开研究，参照评价工具开发流程并利用严格的心理测量学属性编制与优化课堂学习机会评价工具；创新性地将评价工具应用到城乡学校教育中，以受教育过程中的机会要素来衡量城乡教育公平问题，这一研究视角是新颖可靠的。 学习机会多维度、多层次以及发展性的特点给学习机会的评价研究带来挑战，本研究确立的课堂学习机会评价指标和评价工具还存在有待完善的方面；后续研究将扩大调查样本区域及数量进一步验证课堂学习机会评价工具的有效性。未来可以在实践中继续检验课堂学习机会评价结果的教学诊断作用，扩充课堂学习机会评价的学科领域，也可以从学生角度深入探究学习机会的利用与转化机制。

Opportunity to learn (OTL) is the core topic of student development and education equity. It’s closely related to the major issues of education development such as high-quality education, equal opportunities, and resource allocation. "National Medium and Long-term Education Reform and Development Plan (2010-2020)" clearly pointed that the key to education fairness is the fair opportunity. At present, there have been abundant research results of the macro educational opportunities. However, systematic research on the micro-level OTLs within the education system has not been completed. There are no specific, practical evaluation instruments, and there are few research results focusing on the evaluation of classroom OTLs. Classroom is the main position of school education. For students, the acquisition of opportunities is closely related to specific teaching practice. Developing the evaluation research of OTL in classroom can help to address the unfair problems in the process of education and evaluate the factors that affect student development effectively. Bases on the actual background of education development and reform in our country, this study focuses on the micro-level of education system and pays attention to the students' opportunities in the education process. The study makes “research on the evaluation of opportunity to learn under the perspective of classroom” as the topic and mainly includes three content. They’re constructing the evaluation framework and indicator system of OTL under the classroom perspective, formulating the evaluation instrument of it, and then using the instrument to conduct a survey of 1,181 students in the urban and rural sample schools in H city. Qualitative and quantitative research methods are used in this paper. All includes: literature research, interview, and questionnaire and factor analysis, descriptive statistics, difference analysis and regression analysis, etc. The study analyzes the collected data and integrates the qualitative research and quantitative findings and then reflects on the conclusions of the study. The study follows the connotation development path of OTL evaluation concept, combining with the expert interviews to construct the evaluation framework of OTL under the perspective of classroom. The framework includes learning time, learning content, teaching delivery, and auxiliary resources. Based on the framework and then through theoretical research and expert investigation, the OTL indicator system is established. The learning time includes lesson times per week, number of homework assignments, length of homework assignments and non-teaching time in class; The learning content includes familiarity with concepts or knowledge points, opportunities of accessing to different types of questions; instructional delivery includes direct instruction, student-centered teaching, and cognitive-inspired teaching strategies; supporting resources include teaching aids, multimedia, online resources, and school-based curriculum. Referring lessons from the previous experience and following the evaluation instrument development process, the study uses mathematics subject as a carrier to compile the specific evaluation items; the pre-test questionnaire is formed after revising the items through expert review and student interviews; Then the study analyzes the quality of the pre-test questionnaire and revises it by analyzing the pre-test data; Finally the “Questionnaire of Opportunity to Learn in Classroom of Grade 8” is formed that contains a total of 45 items. The statistics shows that the questionnaire’s Cronbach's Alpha is 0.918(41 items) and its confirmatory factor analysis fit index RMSEA，CFI、TLI is 0.042、0.944 and 0.942 respectively. Student’s academic performance is selected as the criterion which is significantly related to the OTLs that students received and the Pearson Correlation Coefficient is 0.366. The result shows that the evaluation instrument has a good correlation with validity and could be used in practical research. Findings of rural and urban schools’ survey shows that there are significant differences in the degree of familiarity with the concept or knowledge points of mathematics, the close and open question of mathematics, the direct instruction and auxiliary resources between students in urban and rural areas. The amount of time allocated to mathematics learning is roughly the same; there is no significant difference of acquiring student-centered teaching and cognitive-inspired teaching strategies. Controlling the family socio-economic status and gender, classroom OTLs have a more significant impact on rural students' academic development; The familiarity with mathematics concepts or knowledge points is the highest interpretation rate of mathematics performance for both urban and rural students; cognitive-inspired teaching strategies and the student-centered teaching method has not played a significant role in promoting the academic development of urban and rural students. The innovation of this study are as following: it follows the connotation development path of OTL evaluation concept for the first time and proposes evaluation framework of OTL under the perspective of classroom, constructs the OTL evaluation index system under systematically, and develops a new classroom OTL evaluation instrument; the study uses the mixed methods to conduct research, then refers to the evaluation instrument development process to make up the evaluation instruments and uses rigorous psychometric attributes to optimize it; finally the instrument is applied to the urban and rural education and opportunity elements in the education process are used to measure the equity of urban and rural education. The multi-dimensional, multi-level and developmental features of OTL pose challenges for the evaluation of it, so the evaluation indicators and evaluation instrument of OTL are established in this study still need to be improved. The follow-up study will expand the survey sample area and quantity to validate the effectiveness of the instrument. In the future, we can continue to test teaching diagnostic effect of OTL results in practice, extend the subject areas of OTL evaluation, and can also explore the utilization and transformation mechanism of opportunities from the perspective of students.