教育理念的变革与信息技术的持续发展不断地促进着教育信息化与基础教育课程改革相互融合。基础教育中的师生、同侪交互一直在发生，学生们能否通过课堂交互从而产生意义建构进而高效地习得新知识已经成为了评价课堂教学效果的一项重要指标。然而，传统的课堂教学由于存在着时间与空间的限制，不能充分地支持学生进行知识建构交互。“双课堂”教学模式的发展为解决这一问题提供了新思路，该模式以混合式教学理念为基础，将物理空间的“实体课堂”与网络空间的“虚拟课堂”相结合，因而打破了课堂学习的时空限制，从而被应用于我国多个地区内不同学科的教学场景之中。然而，与“双课堂”实践的持续发展相比，目前对于其教学效果的评价类研究进展较缓。尤其是关于“ ‘双课堂’的开展是否能够真正地引起学生知识建构水平的变化”这一问题，尚且还缺少实证性的研究能够给予解答。基于此，本研究以北京市某中学两个“双课堂”实验班级共142名高中学生为研究对象，以其在“双课堂”在线学习中生成的2070条在线发帖内容为研究材料，探讨了“双课堂”教学模式与学生知识建构之间的内在联系。

The evolution of pedagogy and the continuous development of information technology constantly promote the integration of educational informatization and Basic Education Curriculum Reform. At present, the interactive behavior in learning activities is continuing to occur, besides, the interaction between teachers and students occurs constantly. Therefore, whether students can efficiently carry meaningful knowledge construction through classroom interaction has become an important index to evaluate the effect of classroom teaching. However, due to the limitation of time and space, traditional classroom teaching cannot fully support students' knowledge building activities. “Dual Classroom” provides a new way to solve this problem. Based on the concept of “hybrid teaching”, “Dual Classroom” combines offline classroom teaching with online virtual classroom in order to expand students' learning space so as to promote students' knowledge construction. At present, this pedagogy has been applied to teaching contexts in many regions. However, compared with the continuous development of practice, there is still a large gap in the research on the evaluation of the application effect of "Dual Classroom". Therefore, on the basis of the practice and development of "Dual classroom", this study explores the internal relationship between "Dual Classroom" teaching mode and students' knowledge building level.