Analysis And Research On Classroom Interaction Of High School Information Technology Quality Course

The high-quality lesson videos selected through various competitions in the basic education classroom records are quite typical and representative,and can represent the current situation of teaching at a higher level.The author selected the national high school information technology quality course video as the research object,enriching the technical application dimension of the improved Flanders interactive analysis system.Typical high-quality lesson videos are mainly encoded,data processed and analyzed from the teacher’s teaching style,teacher’s speech behavior,student speech behavior,classroom silence behavior,and classroom technology use behavior.At the same time,combined with the current widely used qualitative analysis software NVivo to complete the qualitative research of this study,the classroom of teacher X was selected as the case analysis object,and after completing the detailed observation and scientific analysis,the problems existing in the interactive behavior of the case classroom were improved,and the case backtracking was completed.The research shows that in the classroom interaction of information technology in senior high school,teachers begin to pay attention to the indirect impact on students,and the behavior of teachers to encourage and praise students is gradually increasing.In the classroom,teachers can flexibly use different teaching media to promote the development of teaching and students’ learning.What is even more surprising is that the dominant position of students is gradually recognized and the situation dominated by teachers’ language is effectively improved.At the same time,some shortcomings are that the quality of teachers’ questions in the classroom is low,and the type and coherence of questions need to be strengthened.There is also a poor atmosphere for students to answer questions,teachers give students less thinking space,and the feedback to students is not clear enough.Another is that the teacher-technology-student interaction needs to be further strengthened and improved.In view of the above research results,the author puts forward classroom interaction suggestions that can improve teaching efficiency from three aspects: teachers’ questions,students’ answering questions and human-computer interaction.This study has a certain reference value for the optimization of high school information technology classroom interaction behavior,improving teaching efficiency,improving teaching quality and promoting teachers’ professional development,and enriches the research of senior high school information technology classroom interaction to a certain extent.