CAJ | 학술논문

全面认识教学活动过程的本质特征和深刻分析教学过程的复杂关系是建构课堂教学评价框架的基本依据。课堂教学具有“活动一实践性”、“交往一社会性”、“文化一价值性”的本质特征。由教师、学生、课程和课堂文化之间的互动构成六种教学关系：学生与课程互动构成创生关系、教师与课程互动构成调适关系、学生与课堂文化互动构成创生关系、教师与课堂文化互动构成调适关系、学生和学生互动构成合作关系、教师和学生互动构成导学关系，以此为基础建构出“六关系维度、十三指标要素”（6·13）课堂教学评价框架．、
전면인식교학활동과정적본질특정화심각분석교학과정적복잡관계시건구과당교학평개광가적기본의거。과당교학구유“활동일실천성”、“교왕일사회성”、“문화일개치성”적본질특정。유교사、학생、과정화과당문화지간적호동구성륙충교학관계：학생여과정호동구성창생관계、교사여과정호동구성조괄관계、학생여과당문화호동구성창생관계、교사여과당문화호동구성조괄관계、학생화학생호동구성합작관계、교사화학생호동구성도학관계，이차위기출건구출“륙관계유도、십삼지표요소”（6·13）과당교학평개광가．、
A comprehensive understanding of the nature of teaching and learning activities and an in-depth analysis of complex relationships underlying the process of teaching are the foundation for constructing an evaluation framework of classroom teaching. ＂Activity-practice＂, ＂interaction-socialization＂, and ＂culture-value＂ are the substantive characteristics of classroom teaching. The interaction among the teacher, students, curriculum and classroom culture generates six types of relationship ： the interaction between students and curriculum generates the relationship of creation ; the interaction between the teacher and curriculum generates the relationship of adjustment and control; the interaction between students and classroom culture generates the relationship of creation; the interaction between the teacher and classroom culture generates the relationship of adjustment and control; the interaction between students and students generates the relationship of cooperation; the interaction between the teacher and students generates the relationship of guided learning. Based on the understanding and analysis of classroom teaching above, an evaluation framework featured by ＂six types of relationship and thirteen indicators＂ for classroom teaching is constructed.