摘要
为落实教育数字化政策与新课标对思维可视化和过程性评价的要求,突破传统数学课堂思维过程不可见和高阶互动不足等问题,该文以初中数学“不等式的性质”同课异构为内容,选取七年级两个同类班级采用对照实验的方法进行研究。借助人工智能与课堂教学分析平台,结合CI-CPD评价体系,通过热力图、比例统计图、序列过程图等多维度数据系统对比,发现点阵笔可重构课堂互动关联网络,使高阶互动频次增幅超400%,思维演进链条平均长度从2.3环节增至4.7环节,有效提升学生参与度与思维深度。该文为数智技术赋能IHI课堂和推动数学教学数字化转型提供了实证依据与实践参考。
To meet the requirements of educational digitalization policies and the new curriculum standards for thinking visualization and processoriented evaluation,and address the issues of invisible thinking processes and insufficient high-order interactions in traditional mathematics classrooms,this study takes the heterogeneous teaching of“Properties of Inequalities”in junior high school mathematics as the research content.It adopts a quasi-experimental research method by selecting two homogeneous seventh-grade classes.With the support of an artificial intelligence and classroom teaching analysis platform combined with the CI-CPD(Classroom Interaction and Cognitive Process Dimension)evaluation system,a systematic comparison is conducted through multi-dimensional data such as heat maps,proportional statistical charts,and sequence process charts.The study finds that the digital intelligence technology of dot-matrix pens can reconstruct the classroom interactive connection network:the frequency of high-order interactions increases by more than 400%,and the average length of the thinking evolution chain rises from 2.3 links to 4.7 links,effectively enhancing students’participation and thinking depth.This study provides empirical evidence and practical references for digital intelligence technology to empower Interactive,Heuristic and Inquiry-based(IHI)classrooms and promote the digital transformation of mathematics teaching.
作者
周健鸿
Zhou Jianhong(School of Educational Information Technology,South China Normal University,Guangzhou 510631,Guangdong;Huangpu Experimental School Affiliated to South China Normal University,Guangzhou 510525,Guangdong)
出处
《教育与装备研究》
2026年第4期57-61,共5页
Education & Equipment Research
关键词
点阵笔
数学课堂
数据循证
互动行为
dot matrix pen
mathematics classroom
data evidence-based
interactive behavior
