Research On Teacher's Teaching Behavior In The Smart Classroom

Teachers' teaching ability has a direct impact on the quality of teaching.An excellent teacher should be able to grasp the pulse of the times,familiar with the types and characteristics of modern information technology environment,combine with the specific teaching environment,reasonably arrange and optimize the teaching resources,and implement effective teaching behaviors in the classroom.With the development of education informatization,the research of intelligent teaching environment based on smart classroom promotes the transformation of learning environment from digitalization to intellectualization.In the smart classroom,great changes have taken place in the teaching media and the teaching environment,and the changes in the way of teaching and the way of learning are needed.In the intelligent teaching environment,what changes do teachers have in their teaching concepts and teaching behaviors compared with the traditional multimedia teaching,and what implications do these changes bring to the change of teaching methods and teaching effects?Based on these questions,this paper intends to carry out the study of teachers' teaching behavior in the smart classroom.Firstly,through literature review,this paper summarizes and summarizes the research status and research results of experts and scholars at home and abroad in smart classroom and teaching behavior in recent years,and defines the concept and connotation of smart classroom and teaching behavior in this study.Based on the above-mentioned research needs,this paper divides the teaching behavior into three categories according to the direction of the object of teaching behavior:the behavior of the learner,the behavior of content of courses and the behavior of teaching media.Then the three categories are divided into fifteen types of teaching behavior,and the operational definition is carried out.It lays a theoretical foundation for the design of the follow-up teaching behavior analysis system.The focus of this paper is to compare the teaching behavior of teachers in the smart classrooms and multimedia classrooms.Based on a brief introduction to media functions in smart classroom and multimedia classroom,based on previous theoretical research,we designed and constructed teacher's teaching behavior coding table and record scale,In order to record the frequency and coverage of teachers,teaching behaviors,the frequency and coverage of students' behaviors,the frequency and coverage of media operations,and the frequency and coverage of classroom interaction behavior,we used the scripting function of the qualitative analysis software NVIVO to code and analyze the course videos in two classrooms.Through the above comparative study,the conclusions of this paper are as follows:(1)Teachers' teaching behavior in smart classroom has the following characteristics:teaching mode is mainly teaching,self-learning and inquiry learning are secondary,flexibility and diversity,and instability.(2)The advantages and disadvantages of teachers' teaching behavior in the smart classroom:advantages,the dynamic of content of courses and the diversity of information carrier,students gradually develop to the main position,the teaching media is both an auxiliary tool and a cognitive tool,promoting the reform of the classroom teaching structure.The disadvantages,the increase of bad behavior in classroom teaching.(4)The factors that cause the change of teaching behavior in the intelligent classroom:Application of technology to optimize teaching behavior;Teachers'attainment,such as teachers' attitudes,teachers' ideas and teachers' information technology ability,restricts teachers' teaching behavior.Finally,some strategies are put forward to optimize the teaching behavior of the teachers in the intelligent classroom:On the macro level,we should strengthen the guarantee of policy,the guidance of training and the support of the school;The micro level should start from the teachers themselves,change the teaching concept and actively participate in the teaching practice.