Research On The Improvement Of FIAS For College Blended Teaching Class

Blended teaching is to combine the advantages of online learning and classroom teaching,and to provide learners with a more complete learning experience,in order to achieve an efficient and high-quality learning effect.A traditional classroom teaching combined with online teaching mode Form of learning.While using the online learning platform to enrich the teaching content and forms,the blended teaching combines the interactive cooperative learning with actual classroom teaching.It not only guarantees the quality of online learning,but also improves the investment in offline learning,which has received more and more attention and promotion.With the practice of blended teaching in colleges and universities,how to improve the effectiveness of blended teaching has gradually become a problem that researchers are concerned about.Scholars believe that effective classroom evaluation is conducive to teachers ’reflection on the classroom and promotes the improvement of teaching.It can also provide a reference for the assessment of students’ learning input in the classroom.Therefore,if we can scientifically evaluate the teaching effect of blended teaching classrooms in colleges and universities,we can more specifically promote the application of blended teaching in college teaching.In order to evaluate the effect of blended teaching in colleges and universities,this study selected mature and stable FIAS as a research tool for interactive teaching in classroom teaching,and observed and analyzed blended teaching classrooms in colleges and universities.The system originated in the United States in the 1960 s and 1970 s.With the advantages of distinct structure and quantification,it is one of the representatives who began to use classroom observation tools for quantitative research.It has been widely used in the field of classroom analysis.This research takes the blended teaching classroom of colleges and universities as the research object,takes the Flanders interactive analysis theory as the theoretical basis,and adopts the literature analysis method,classroom observation method,Flanders interactive analysis system method and other research methods to systematically and scientifically analyze the origin,development and current situation of the blended teaching class in colleges and universities.The overall study is divided into three parts: first,fully understand and analyze the situation of college blended teaching classrooms,and discuss the limitations of the original FIAS used in college blended teaching classrooms according to the actual situation,including the quiet or chaotic situation in the classroom The judgment is relatively simple,the passive response code of the students is not subdivided,and the active behavior code of the students is not subdivided,etc.;second,comparative analysis of the existing improved characteristics of the FIAS in China,drawing on its successful experience,and combining the characteristics of blended teaching classrooms in universities The improvement of the FIAS has been implemented.The specific improvements mainly include the addition of two student behavior codes on the basis of the original code,the subdivision of the silence code into "beneficial silence" and "unhelpful silence",and the addition of technical codes according to the characteristics of modern classrooms;Finally,verifying the applicability,scientificity,and practicability of the revised and improved FIAS makes the empirical research on teaching behavior of blended teaching classrooms in colleges more scientific and effective.The ultimate goal of this study is to,after continuous analysis and practice,finally revise the interactive behavior analysis system that can be better applied to college blended teaching classrooms,and provide scientific quantitative research tools for classroom behavior research in college blended teaching.