Research On The Quantification Of Classroom Teaching Behavior Based On Information Technology Support

With the rise of the information technology during the 1990 s in the United States,the concept of the education informatization was put forward,and the information technology and curriculum integration has become the core of education informatization.Classroom teaching is the basic form of education and an important way to promote the development of students,its deep integration with information technology has become an inevitable trend.As the reform of teaching in various countries continues to advance,scholars have turned their attention to classroom teaching,which has raised the concern of educators on classroom teaching behavior and promoted the relevant research.Under the background,this study takes teachers and students in the classroom teaching as the research objects,takes classroom environment under the background of information technology as the carrier and takes information technology and mathematics method to explore.On the basis of the quantitative research of the classroom in the past,this study regards the application of information technology in teaching as one of the important criteria to measure the classroom in a quantitative way by the adoption of process evaluation research method which differs from result evaluation research method.This study adopts the analytic hierarchy process(AHP)to build up an evaluation index system that has classroom teaching evaluation hierarchical structure and to calculate the weight of each index.It applies the established evaluation index system into practice to calculate the results of classroom evaluation by the method of fuzzy mathematics.The results of evaluation,the conclusions obtained by analyses,can better reflect the real situation of a lesson,which could be used to set up the typical cases of the advanced teachers and classroom teaching and provide references for stimulating teachers who are responsible for negative evaluations and poor classroom teaching results;the separate evaluation of primary index can better do detailed analysis of data and can indicate those excellent aspects of the class and those aspects do need to be reinforced,which can provide more specific improvement suggestions to improve teaching and to enhance the quality of teaching.Meanwhile,it did behavior sequence analysis on the characteristics and associations of classroom teaching behavior,and indicates the connections among the teaching behavior data,which can more effectively reflect the problems in the classroom teaching indicate the connections between teaching and learning;teaching and learning do not exist independently.Combined with data analysis can conclude that the more teaching behaviors that have higher weight there are in the classroom,the higher integrated evaluations there are.Encouraging the praise,asking questions,raising open-ended questions,active answering questions,teaching,thinking,student manipulation technics,the class that shows more above teaching behaviors would have higher score.The analysis of teaching behavior data can indicates that the higher frequency of high weight index teaching behaviors there is and the higher degree of association among behaviors there are,the higher index score of the behavior it is,which indicates that the association between the frequency of behavior appearance and behaviors play a key role in classroom teaching.By data analyses on three classes,it can be found that the different problems in different classes and the correlation and characteristics of classroom teaching behaviors to put forward the corresponding improvement strategies of classroom teaching in combination with data.It can help teachers improve teaching and provide certain reference for forming effective classroom.This study can better help understanding the correlation between teaching and learning to better assess classroom to clarify the problems that need to be solved in classroom teaching for the achievement of high-quality classroom teaching.