深圳职业技术大学学报

课堂教学是教育的重要环节，其效果的分析与评价对于人才培养质量以及教师授课水平提高具有重要意义。教育部陆续发布多个文件强调“课堂教学的多元化、过程性评价”，体现了对课堂分析评价的重视。国内外学者对课堂教学分析已经积累了较为丰富的理论和方法。但是，这些理论和方法主要是依靠专业的人员或者有经验的教师开展，数据采集难度大，过程性分析和评价精度不足，且难以大规模开展。近年来，有学者将视频分析、眼动分析、脑电波分析等技术应用于师生课堂的行为分析，或者面向网络学习平台开展教学实时分析。但采集哪些数据，如何从采集的数据形成有效的评价分析指标方面的研究才刚刚开始。文章基于音视频采集分析技术，研究了一套课堂教学分析指标体系，实现了一个数字化的课堂教学分析系统，在师生无感知的情况下对课堂教学全过程数据进行智能化分析。系统的应用实现了对课堂教学活动的真实全过程记录与分析，对于丰富课堂分析评价理论，探索数字化智能化课堂分析方法具有一定的理论和应用价值。

Classroom teaching is an essential component of education, and the analysis and evaluation of its effectiveness play a significant role in improving the quality of talent training and the teaching level of instructors. The Ministry of Education has issued several documents emphasizing “the diversification and process-oriented evaluation of classroom teaching,” reflecting the importance placed on classroom analysis and assessment. Scholars both domestically and internationally have accumulated a wealth of theories and methods for analyzing classroom teaching. However, these theories and methods primarily rely on professionals or experienced teachers to conduct, making data collection challenging, with insufficient precision in process analysis and evaluation, and difficult to implement on a large scale. In recent years, scholars have applied technologies such as video analysis, eye movement tracking, and electroencephalogram(EEG) analysis to the behavioral analysis of teachers and students in the classroom, or conducted real-time teaching analysis for online learning platforms. Yet, research on what data to collect and how to form effective analytical and evaluative indicators from the collected data is just beginning. This paper, based on audio and video capture analysis technology, has studied a set of classroom teaching analysis indicator systems and realized a digital classroom teaching analysis system that intelligently analyzes the entire process of classroom teaching without the awareness of teachers and students. The application of the system has achieved authentic full-process recording and analysis of classroom teaching activities, which has certain theoretical and practical value for enriching classroom analysis and evaluation theories and exploring digital and intelligent classroom analysis methods.