CAJ | 학술논문

采用教与学的行为分析方法对新课程改革后优质课的教师行为与学生行为进行定量分析，发现教师独白一控制时间比例低于40％，学生产生式学习行为时间接近50％，表明教师关注到了学生在课堂上的主体性，关注了引导学生参与学习活动。教师发起行为所占时间远多于应答行为的时间，说明教师牢牢掌握着课堂的主动权，针对学生表现的反馈、指导过少。除了小学科学课以外，其他学科都是全班同时进行的产生式学习行为时间少于非全班同时进行的产生式学习行为，对大多数学生来说，他们的绝大部分课堂时间（68％到90％）是用于听别人讲（教师独白或师生一对一问答）。这说明保证所有学生进行主动学习的机会还很不充分，促进所有学生进行有效学习还有很大改善空间。
채용교여학적행위분석방법대신과정개혁후우질과적교사행위여학생행위진행정량분석，발현교사독백일공제시간비례저우40％，학생산생식학습행위시간접근50％，표명교사관주도료학생재과당상적주체성，관주료인도학생삼여학습활동。교사발기행위소점시간원다우응답행위적시간，설명교사뢰뢰장악착과당적주동권，침대학생표현적반궤、지도과소。제료소학과학과이외，기타학과도시전반동시진행적산생식학습행위시간소우비전반동시진행적산생식학습행위，대대다수학생래설，타문적절대부분과당시간（68％도90％）시용우은별인강（교사독백혹사생일대일문답）。저설명보증소유학생진행주동학습적궤회환흔불충분，촉진소유학생진행유효학습환유흔대개선공간。
According to the quantitative analysis of the behaviors of teacher and students in the high-quality lesson after new curriculum reform, by the means of behavioral analysis of teaching and learning, we find that teacher＇s monologue takes 40% of the class, students＇ productive learning time takes about 50%, which indicates that the teacher has concerned the subjectivity of students in class, and participa-tion of students into learning activities. If teacher＇s start time takes more than respondent behavior time, it indicates that the teacher has grasped the initiative of class, with little feedback and guidance to the performance of students. Besides the science lesson in primary school, in all the classes of other subjects, time of students＇ productive learning behavior of the whole class at one time is less than that of students not taking at one time. For most students, the vast majority lesson time （80% to 90%） is to listen to others, including teacher＇s monologue and questions and answers one for one between the teacher and student. This indicates that to guarantee the chances of active learning of all students are not sufficient, and there is great room for improvement to encourage effective learning of all the students.