崔冠利1 周德青1 李林河2 穆 肃1,2*
（1.华南师范大学 教育信息技术学院，广东 广州 510631；2.华南师范大学 乡村智能教育支撑平台研发与示范应用产学研基地，广东 广州 510631）
【摘 要】专递课堂是解决乡村薄弱学校和教学点“开不齐、开不足”国家课程这一问题的可行途径，其教学效果也备受关注，特别是学生发展情况。学科素养监测是基础教育阶段评价教学质量的重要手段，对其结果进行增值性评价可揭示学生发展的“增量”，从学生发展的角度说明教学质量。基于此，本研究选用简易成长百分等级增值性评价模型，对贵州省某县29所小学三年级常态化英语专递课堂教学的效果进行分析，并用标准分模型验证其有效性。结果显示：①29所学校中有10所学校和40％学生的成长水平达到高成长水平，说明专递课堂对提升乡村学校教学质量作用显著；②乡镇、学校和师生的积极性及参与度影响专递课堂教学的发展水平；③低成长水平学生占比较大是乡镇教育和学校教学质量欠佳的原因之一，需特别关注。最后，本文提出可以从融合分析细颗粒度的多源数据、结合评价结果循证改进教学教研、研制专递教学增值性评价分析模型、完善专递课堂“区—镇—校”协同推进与发展机制四个方面保障专递课堂持续高效的发展。
【关键词】专递课堂；教学效果；增值性评价
Can High-Quality OMO Synchronous Classroom Be Achieved? Analysis of the Teaching Effectiveness based on Value-added Evaluation
CUI Guanli1, ZHOU Deqing1, LI Linhe2 and MU Su1,2*
(1. School of Information Technology in Education, South China Normal University, Guangzhou 510631, China; 2. Production-Education-Research Base for the Development and Demonstration Application of Rural Intelligent Education Support Platform, South China Normal University, Guangzhou 510631, China )
Abstract: The online merging onsite (OMO) synchronous classroom is a feasible way to address the issue of rural underperforming schools and teaching sites being unable to offer a full range of national curriculum courses. Its teaching effectiveness has also attracted much attention, especially in terms of student development. Subject literacy monitoring is an important means to evaluate teaching quality in the basic education stage. Conducting value-added evaluation on its results can reveal the “increment” of student development and explain teaching quality from the perspective of student development. Based on this, this study selects a simple growth percentile value-added evaluation model to analyze the effectiveness of normalized English OMO synchronous classroom teaching for third-grade students in 29 primary schools in a county in Guizhou Province, and verifies its effectiveness using the standard score model. The results show that: ① 10 out of 29 schools and 40% of students have reached a high growth level, indicating that the OMO synchronous classroom has a significant effect on improving the teaching quality of rural schools; ② The enthusiasm and participation of townships, schools, teachers and students affect the development level of the OMO synchronous classroom teaching; ③ The relatively large proportion of students with low growth levels is one of the reasons for the poor quality of township education and school teaching, and special attention is needed. Finally, this paper proposes that the sustainable and efficient development of the OMO synchronous classroom can be ensured by integrating and analyzing fine-grained multi-source data, combining evaluation results to evidence-basedly improve teaching and research, developing value-added evaluation and analysis models for OMO synchronous classroom teaching, and improving the coordinated promotion and development mechanism of “district-town-school” for the OMO synchronous classroom.
Keywords: OMO synchronous classroom; teaching effectiveness; value-added evaluation
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