Research On Teaching Interaction Behavior In Smart Classroom Environmen

The advancement of information technology has led to the integration of new technologies into education.The smart classroom,as a new teaching method supported by information technology,has brought significant changes in teaching interaction in classrooms.Particularly,teaching interaction plays an important role in the junior high school English subject teaching,and examing the current situation of teaching interaction in the smart classroom is essential.Therefore,providing effective strategies and suggestions for front-line teachers is imperative to improve teaching results in the junior high school English smart classroom.In this study,ten videos of junior high school English smart classroom teaching were collected from the National Education Resource Platform “One Teacher,One Excellent Lesson,One Famous Teacher” in Shandong Province.The study focuses on the advantages and current challenges of the current smart classroom environment to record and analyze the teaching interactions demonstrated in the videos.Thus it aims to offer effective strategies for teachers to organize their classroom teaching interactions behaviors.This OOTIAS interaction was used in this study,which operationally defined teaching interactions using the language and behaviors of teachers,students and technologies as interaction symbols that are appropriate for the smart classroom environment.The findings of the study look at the strengths and problems of the current smart classroom and provide recommendations for frontline teachers to better organise their classroom teaching interactions.This study began by coding example videos with established rules to transforme the qualitative information into quantitative data.The coding matrix was then used to analyze the classroom teaching interaction share,area coding and special sequential pairs.Moreover,Ratio analysis was applied to examine the distribution and frequency of interaction behaviors in the example videos,summarizing the course structure,verbal style,teacher questioning and technology usage.Finally,the ten selected typical cases of junior high school English smart classrooms were observed descriptively,the teaching interaction behaviours were analysed in detail,and the four teaching aspects,including scenario introduction,collaborative inquiry,real-time evaluation and summary enhancement,were summarised in common.The results showed that the existing junior high school English smart classrooms have advantages such as teaching interaction behaviors,high radio of classrooms utilization,reasonable structure,harmonious atmosphere,diversified technology functions,more display and evaluation behaviors,flexible teaching sessions,and cleverly organization.However,the shortcomings were aso identified,including passive students’ verbal characteristics,neglect of emotional interaction between teachers and students,insufficient focus on teachers’ information literacy skills,Lack of coherence inside and outside the classroom and the teaching design was too full and neglected to leave white space.This study the teaching interaction behavior in junior high school English smart classrooms based on the theoretical studies,research,the cultivation goal of developing students’ core literacy and the educational vision of deep integration of technology and teaching.The proposed paths include mobilizing students’ initiative,paying attention to emotional interaction between teachers and students,strengthening teachers’ information literacy,optimizing classroom teaching links,and increasing the use of empty space in classrooms.