本研究在核心素养视角下，从课堂师生互动行为角度对信息特长生培养的信息学奥赛习题课堂进行分析。具体来说，即以弗兰德斯互动分析系统为依据，结合初中信息奥赛课的特点，开发适合于初中信息学奥赛习题课的师生互动编码系统，并对其进行验证。接着，通过该编码系统，对初中信息学奥赛习题课进行师生互动行为分析，同时，在林泽珊等人 (2020) 所作的研究之上，尝试从核心素养视角对初中信息学奥赛习题课课堂的课堂师生互动行为进行分析。
研究发现，初中信息学奥赛课堂具有以下特点：
在课堂师生互动行为结构方面：教师言语比率不高，学生思考时间偏多而使得其言语比例降低，综合学生的技术使用时间，学生总体的课堂参与度不低。在课堂教学风格方面：教师更多引导学生，以间接对学生思维产生影响，同时教师更加倾向于用鼓励性语言。师生问答方面：教师需要通过更多时间的引导和铺垫来提出一个问题，学生在回应前需要更多的时间进行思考。在教师言语和学生言语方面：教师有意识通过大量的接纳或利用学生观点、引导、提出有效问题，以对学生思维进行培养；学生的发言大都经过了思考，思维活跃。在沉寂和技术使用方面：沉寂中，大部分是有益的学生思考状态，无意义沉默或混乱有时来自于教师的言行没能很好地把控；在技术使用上，学生大多数时候是在使用技术解决问题。
从核心素养角度，发现在信息学奥赛课堂上，对四大核心素养均有培养，其中涉及计算思维的培养最高，其次是信息意识和数字化学习与创新，而对信息社会责任的培养，虽然没有单独地用教学活动去体现，但其培养实际也是贯穿体现于课堂之中。

This study analyzes the information science Olympiad exercise classroom for cultivating information specialty students from the perspective of classroom teacher-student interaction behavior from the perspective of core literacy. Specifically, based on the Flanders Interactive Analysis System and combined with the characteristics of junior high school information Olympiad courses, a teacher-student interactive coding system suitable for junior high school information Olympiad exercise classes is developed and validated. Subsequently, through the coding system, the interaction behavior between teachers and students in the middle school information science Olympiad exercise class was analyzed. At the same time, based on the research conducted by Lin Zeshan et al. (2020), an attempt was made to analyze the classroom interaction behavior of teachers and students in the middle school information science Olympiad exercise class from the perspective of core literacy.
Research has found that the junior high school information science Olympiad classroom has the following characteristics:
In terms of the structure of teacher-student interaction behavior in the classroom, the teacher's speech ratio is not high, and students' thinking time is more, which resulting in a decrease in their speech ratio.  Taking into account students' technical usage time, the overall classroom participation of students is not low.In terms of classroom teaching style, teachers tend to guide students more to indirectly influence their thinking, while teachers tend to use encouraging language. In terms of teacher-student Q&A, teachers need more time to guide and lay the groundwork for raising a question, and students need more time to think before responding. In terms of teacher and student language, teachers consciously cultivate students' thinking by accepting or utilizing a large number of students' viewpoints, guiding, and posing effective questions; Most of the students' speeches were thought-provoking and had active thinking. In terms of silence and technological use: silence is mostly a beneficial state of thinking for students, and meaningless silence or confusion sometimes comes from the teacher's words and actions not being well controlled; In terms of technology usage, students mostly use technology to solve problems.
From the perspective of core competencies, it is found that in the Information Science Olympiad classroom, all four core competencies are cultivated, with the highest involvement in the cultivation of computational thinking, followed by information awareness and digital learning and innovation. However, the cultivation of information social responsibility is not solely reflected in teaching activities, but its cultivation is actually reflected throughout the classroom.