语文课堂对学生能力提升与素养培养具有至关重要的作用，且课堂学习成效 直接关系到学生的整体学习效果。课堂笔记作为学生在课堂上认真聆听、积极思 考的结晶，能直观映射出学生在课堂上的活动，成为我们观察学生视角下课堂活 动的独特窗口。基于此，本研究致力于通过剖析课堂笔记的内容，深入挖掘初中 语文课堂学习中学生所接收到的内容，从而揭示课堂活动真实情况。研究目标聚 焦于三个方面：其一，运用布鲁姆分类学的分析框架，剖析学生课堂笔记中所呈 现的知识类型与认知水平；其二，运用布鲁姆分类学的分析框架，剖析教学设计 中所呈现的知识类型与认知水平；其三，深入探索课堂笔记所反映的教与学状态 及其成因，基于此提供对初中语文教师教学和对学生课堂学习的建议。

本研究主要采用文本分析法，辅以实物收集和访谈等手段获取数据，并以布 鲁姆分类学为理论基础进行定量研究。在保证课堂完整度兼顾方便性原下，笔 者选取五篇具有代表性的课文进行深入分析。同时又兼顾文章时代性、文章篇幅 将五篇课文分别对接古代诗词、古代文章、现当代诗歌和现代文章四大课文类型。

此后，笔者采用了序贯抽样的方法。首先，以语文学科的一次月考和期中考 试的平均成绩作为基准。其次，考虑到九年级的同学已经历了小学和中学的系统 教育，他们已能够形成自己独特且全面的学习笔记。同时九年级学生作为即将毕 业的学生，在面对中考压力时，他们的学习投入度会更高，在笔记中会展现出更 多的个人思考和总结。因此选择九年级作为样本年级，这能够为研究提供丰富的 个性化笔记样本。基于以上考量，笔者抽取了北京 B 中学九年级同一班级中的 10 位同学所提供的 5 篇课文中的 91 张笔记图片。为增加课堂笔记分析的可靠性， 本研究同时选取了 10 位学生所在班级同一授课教师 5 篇课文的教学设计加以对 照。 在布鲁姆分类学的框架下，利用 MAXQDA（2022 版）软件对样本学生的课 堂笔记和对应课时教学设计进行了编码处理，最终获得了 868 个课堂笔记编码和 343 个教学设计编码。此外，针对编码过程中发现的课堂笔记和教学设计问题， 笔者还对相关学生和教师进行了深入访谈，以收集更多研究信息，从而对课堂笔 记进行更为详尽且全面的分析。根据研究结果，本研究有以下发现：

（1）不同成绩层次学生笔记数量呈现较为规律排列。具体而言，成绩层次 越高的学生，其笔记数量越多。结合访谈可知，如此的笔记记录状态给学生带来 更多的“安全感”，是一种积极正向的心理情绪反馈。

（2）同时也发现，成绩高低和笔记数量并非完全正相关。有个别同学成绩 较好但笔记数量并不多，原因在于笔记已经有较为优秀的筛选能力。这类学生可 能具有更高的学习能力，即对自我学习程度的认知，他们的安全感不来自于单纯 的笔记丰盈与否，而是对知识的理解和掌控。

（3）在古代诗词、古代文章类型课文学习中，笔记数量明显多于其他类型 课文。其主要原因在于知识的陌生化带来的学习障碍。然而数量多并不代表认知 水平高，这一类型课文的学习中，知识主要聚集在基础知识的学习，即事实性知 识占主要地位。在认知水平方面，“理解”占据了主要位置。可见在古代诗文学 习中，基础性的学习仍然是占主要地位。结合研究结果和访谈内容后发现，考试 的导向性在一定程度上也影响了教师和学生对这一类型内容的选择和重视。

（4）课堂笔记内容偏向基础的认知水平，考试在一定程度成为课堂笔记内 容的潜在“支配手”。即无论是从学生笔记还是课文类型来探讨认知水平，整体 上学生课堂笔记所呈现的内容是较为基础的，对于高层次认知活动和具有程序性、 反思性的知识类型较少。而针对笔记所呈现的学习“安全感”、古诗文内容的基 础性选择性、学生筛选笔记的标准，都指向考试这一内容。教师在授课过程中也 会时而提及“这个内容考试常考”等话语。由此可见，课堂学习潜在意识中仍然 会受到考试支配。因此，“学习型”笔记思维的构建迫在眉睫。

最终本研究针对以上发现分别对教师和学生提出相关教学和学习建议。 本研究仍有可改善之处，未来研究可扩大样本量，涵盖更多不同背景、不同 学业水平的学生，以提高研究的普遍性和适用性。同时在后续研究中，可以收集 更加完整和详细的教学录像资料，并与学生的笔记行为进行精确对照，以更深入 地分析学生的学习行为和认知过程。

Chinese classroom plays a vital role in the improvement of students' ability and accomplishment cultivation, and the effect of classroom learning is directly related to the overall learning effect of students. As the crystallization of students 'listening carefully and positive thinking in class, class notes can directly reflect students' activities in class, and become a unique window for us to observe classroom activities from the perspective of students. Based on this, this research is committed to analyzing the content of classroom notes, deeply excavating the junior middle school Chinese classroom learning students received content, so as to reveal its real situation. The research objectives focus on three aspects: First, using the analytical framework of Bloom's taxonomy to analyze the knowledge category and cognitive level presented in students' classroom notes; second, using the analytical framework of Bloom's taxonomy to analyze the knowledge category and cognitive level presented in the teaching design; third, deeply explore the teaching and learning status and causes reflected in the classroom notes, and to provide suggestions on the teaching of junior middle school Chinese teachers and students' classroom learning.

This study mainly used text analysis, supplemented by physical collection and interviews, and conducted quantitative research based on Bloom taxonomy. Under the principle of ensuring the integrity of the classroom and considering the convenience, the author selected five representative texts for in-depth analysis. At the same time, it also takes into account the era of the article and connects the five texts of ancient poetry, ancient articles, modern and contemporary poetry and modern articles.

Thereafter, the author adopted the sequential sampling method. First of all, the average score of a monthly examination and the mid-term examination of the Chinese subject is taken as the benchmark. Secondly, given that grade 9 students have experienced systematic primary and secondary education, they have been able to develop their own unique and comprehensive study notes. In addition, grade 9 students, as graduating students, will be more devoted to learning in the face of the pressure of the high school entrance examination, and will show more personal thinking and summary in the notes, which provides a rich sample of personalized notes for the research. Based on the top three considerations, the author selected 91 notes out of 5 texts provided by 10 students from the same class of Grade 9 of Beijing B Middle School. In order to increase the reliability of class notes analysis, this study also selected the teaching design of 5 texts from the same teacher of 10 students' class. Under the framework of Bloom Taxonomy, the MAXQDA (2022) software, and 868 classroom notes and 343 teaching design codes were obtained. In addition, the author also conducted in-depth interviews with class notes and teaching design problems found in the coding process, including relevant students and teachers, to collect more research information, so as to conduct a more detailed and comprehensive analysis of class notes. Based on the results of the study, the present study has the following findings:

(1) The number of notes of students at different grades levels is arranged more regularly. Specifically, the higher the grade, the more notes. Combined with the interview, it can be seen that such notes brings students more "security", which is a positive psychological and emotional feedback.

(2) At the same time, it is also found that the grade and the number of notes are not completely positively correlated. Some students have good grades but the number of notes is not large, so they have excellent ability to screen notes. This kind of students may have a higher learning ability, that is, the cognition of self-learning degree. Their sense of security does not come from the simple abundance of notes, but from the understanding and control of knowledge.

(3) In the study of ancient poetry and prose type texts, the number of notes is significantly more than other types of texts. The main reason lies in the learning disability caused by the defamiliarization of knowledge, and the large number does not mean a high cognitive level. In the learning of this type of text, knowledge is mainly concentrated in the learning of basic knowledge, that is, factual knowledge occupies the main position. In terms of the cognitive level, "understanding" occupies the main position. It can be seen that in the study of ancient poetry, the basic learning is still the main position. However, after combining the study results and the interview content, it was found that the orientation of the examination also influenced the choice and attention of teachers and students to this type of content to some extent.

(4) The content of class notes is biased to the basic cognitive level, and relatively high level cognitive activities. That is to say, whether from the cognitive level of students 'notes or text types, the content presented by students' class notes is relatively basic on the whole, and there is less content for high-level cognitive activities and procedural and reflective knowledge. The "sense of security" presented by the notes, the basic selectivity of the content of ancient poems and essays, and the criteria for students to screen notes all point to the examination. Teachers in the process of teaching will sometimes mention "this content test often test" and other words. Thus it can be seen that the potential awareness of classroom learning will still be dominated by exams. Therefore, the construction of "learning-type" note-taking thinking is urgent.

Finally, this study puts forward relevant teaching and learning suggestions for teachers and students according to the above findings.

There are still improvements in this study, and future studies can expand the sample size to cover more students from different backgrounds and different academic levels to improve the generalizability and applicability of the study. At the same time, in the follow-up research, more complete and detailed teaching video data can be collected and accurately compared with students 'note behavior, so as to analyze students' learning behavior and cognitive process more deeply.