“县中塌陷”现象指县域高中升入“双一流”、“985工程”、“211工程”大学尤其是清华和北大的人数在近些年来连续减少的现象，随之发生的还有县域高中优质生源流失、优秀教师流失等。现有研究对“县中塌陷”现象成因的分析视角是多元的，如从教育政策角度、教育社会学和阶层流动角度、社会学城乡经济二元结构角度等进行分析，但是从学校内部、课堂教学层面解释这一现象的研究并不丰富，而这一层面的问题正是“县中塌陷”的内部原因。本研究试图以教育心理学理论、教学论和知识论为理论基础对县域高中课堂教学进行研究。

县域高中里发生了什么？尤其是县域高中的课堂上，教师和学生正在进行怎么样的教学活动？在当前“县中塌陷”的背景下，我们必须将目光聚集到县域高中的课堂上。课堂观察法不失是一种研究课堂教学的有效方法。课堂观察法遵循可观察、可记录的原则，将具体的研究问题具体化为观察点，是本研究收集课堂教学信息并进行质性分析的主要方法。此外，小组焦点访谈法也为收集课堂观察法无法收集到的内隐的师生认知和思维层面的教学活动相关的信息提供了可能。这两种研究方法是本文对县域高中课堂展开质性研究的方法基础。

观察和研究教学行为是研究有效教学的切入点，县域高中的课堂教学中，讲授、问答和课堂讨论是主要的教学行为，教师的讲授、问答和组织课堂讨论直接影响着县域高中课堂的有效教学。本文在对师生授受行为、师生问答行为和课堂讨论行为进行研究后，发现县域高中课堂有效教学存在较大的提升空间。从师生授受行为来看，教师以学生的兴趣和为中心，以学生的心理结构和特征、知识基础和学习能力进行适应地、科学地教学方面存在改进的空间。从师生问答行为来看，教师提问问题的数量、指向性清晰性和提问的层次性做的不够好，在侯答、理答（评价和反馈）方面也需要加强。从教师指导学生讨论和做学习来看，师生在准备、实施阶段存在改进空间，在总结和评价阶段尤为明显。针对县域高中课堂教学中讲授行为和提问行为中存在的问题，本研究讨论了提升县域高中课堂有效教学的策略。本研究提出的有效的讲授策略包括三个方面：“为理解而教”以学生心理结构为基础，进行有意义的讲授；基于学生知识基础和学习能力进行适应性讲授；根据学生不同学习阶段内部过程有侧重地讲授。有效的问答策略包括：基于学科结构和学生认知结构，精心设计问题，问题清晰明了、指向清晰，提出不同层次的问题，关注学生思考和教师侯答，及时给与学生评价和反馈。有效的组织课堂讨论策略包括：帮助学生明确讨论的目的和主题，组织和引导学生进行课堂讨论，创设有利于学生合作的课堂环境。本文是对有效教学研究的细化和补充研究。

总而言之，本研究以教育心理学理论、教学论和知识论为理论基础，以课堂观察法和小组焦点访谈法为研究方法，对县域高中课堂中的主要教学行为——师生的授受行为、问答行为和课堂讨论进行了质性研究，发现了课堂教学行为中存在的问题，并提出了针对性的有效教学的提升策略，本研究在一定程度上丰富和细化了有效教学理论。

"Collapse in the county" refers to the continuous reduction in the number of county high schools promoted to "double first-class", "985 Project" and "211 Project" universities, especially Tsinghua and Peking University in recent years, followed by the loss of high-quality students and excellent teachers in County high schools. The existing research has multiple perspectives on the causes of the phenomenon of "collapse in the county", such as from the perspective of educational policy, educational sociology and class mobility, sociology and the dual structure of urban and rural economy. However, the research on explaining this phenomenon from the aspects of school and classroom teaching is not rich, and the problem at this level is the internal cause of "collapse in the county". This study attempts to study the classroom teaching of county high school based on the theory of educational psychology, teaching theory and knowledge theory.

What happened in County high school? Especially in the classroom of county high school, what kind of teaching activities are teachers and students doing? In the context of the current "collapse in the county", we must focus on the classroom of county high school. Classroom observation is an effective method to study classroom teaching. Classroom observation method follows the principle of observability and recordability, and turns specific research problems into observation points. It is the main method to collect classroom teaching information and conduct qualitative analysis. In addition, the group focus interview method also makes it possible to collect the implicit information related to teaching activities at the cognitive and thinking levels of teachers and students that cannot be collected by classroom observation method. These two research methods are the methodological basis of this paper's qualitative research on the county high school classroom.

Observation and Research on teaching behavior is the starting point for the study of effective teaching. In the classroom teaching of county high schools, teaching, Q & A and classroom discussion are the main teaching behaviors. Teachers' teaching, Q & A and organizing classroom discussion directly affect the effective teaching of county high schools. After studying teachers' teaching, Q & A and classroom discussion, this paper finds that there is a large room for improvement in the effective classroom teaching of county high schools. From the perspective of teaching behavior, there is room for improvement in Teachers' scientific teaching based on students' interest and ability. From the perspective of teachers' and students' question and answer behavior, the number, directivity, clarity and hierarchy of teachers' questions are not good enough, and the waiting answer and rational answer (evaluation and feedback) also need to be strengthened. From the perspective of teachers guiding students to discuss and study, there is room for improvement between teachers and students in the preparation and implementation stage, especially in the summary and evaluation stage. In view of the problems existing in the teaching behavior and questioning behavior in the classroom teaching of county high schools, this study discusses the strategies to improve the effective classroom teaching of county high schools. The effective teaching strategies proposed in this study include three aspects: meaningful teaching based on students' psychological structure, adaptive teaching based on students' knowledge base and learning ability, and focused teaching according to students' internal processes in different learning stages. Effective question and answer strategies include: Based on the discipline structure and students' cognitive structure, carefully design questions, make the questions clear and point out clearly, put forward questions at different levels, pay attention to students' thinking and teachers' waiting answers, and give students evaluation and feedback in time. Effective strategies for organizing classroom discussion include: helping students clarify the purpose and theme of discussion, organizing and guiding students to conduct classroom discussion, and creating a classroom environment conducive to students' cooperation. This paper is a detailed and supplementary research on effective teaching research.

In a word, based on the theory of educational psychology, pedagogy and epistemology, and using the methods of classroom observation and group focus interview, this study makes a qualitative study on the main teaching behaviors in the county high school classroom - teachers and students' giving and receiving behavior, question and answer behavior and classroom discussion, finds out the problems existing in the classroom teaching behavior, and puts forward targeted and effective teaching promotion strategies, This study enriches and refines the effective teaching theory to a certain extent.