Comparative Study Of High School Information Technology Classroom Teaching Behavior Based On Video Analysis

With the advancement of education reform,it is increasingly recognized that classroom teaching is the core of improving teaching effectiveness and teaching quality.Teaching behaviors in the classroom are directly related to the teacher’s teaching effectiveness and students’ learning outcomes,so it is of great necessity to study teacher’s classroom teaching behaviors with an aim to enhance information technology teaching.In the platform of “One Teacher,One Excellent Lesson”,12 excellent lesson videos are selected as the research objects at the ministerial,provincial,and municipal levels.After improving the existing teaching behavior coding system based on the characteristics of information technology classrooms,these teaching recordings are coded and analyzed by employing video analysis tools to answer the following questions: 1.Through comparison,it is can be found out that significant features of ministerial-level excellent lessons teaching behaviors exist in interactive teaching,media application and classroom atmosphere;2.Through analysis of the behavior characteristics of the three levels of excellent lessons,the differences in the teaching processes of different levels of excellent lessons are identified to summarize teaching behaviors that can effectively improve teaching level and quality;3.Some implementation strategies used for reference can be provided to optimize the teaching effectiveness of information technology classrooms in high schools,for the sake of offering suggestions for improving teacher’s teaching.The research found that excellent lesson teachers constantly evaluate students’ learning effectiveness by asking questions during the teaching process.However,the teachers of ministerial-level excellent lessons would make a detailed inquiry to deepen students’ thinking after asking questions.In terms of classroom management and regulation,meaningless silent behaviors rarely appearing in the ministerial-level lessons,teachers are more proficient in controlling the classroom.Teachers of procedural knowledge teaching classrooms pay more attention to students’ skill mastery,so the form and duration of technology application are more than those of declarative knowledge teaching classrooms.Therefore,it can be concluded that the following suggestions can effectively enhance teaching behaviors: 1.Raising open-ended questions,gradually increasing the difficulty of follow-up questions can motivate students’ thinking;2.It can effectively activate the classroom atmosphere through positive emotional communication between teachers and students as well as diverse teacher-student interaction;3.Students’ verbal feedback can assist teachers with grasping students’ learning situations in a timely manner;4.Appropriate teaching pauses,clear tasks,timely encouragement and praise are beneficial for mastering the teaching rhythm;5.Declarative knowledge teaching classrooms pay more attention to students’ verbal feedback,while the feedback of procedural knowledge teaching classrooms can be obtained by applying technology-assisted methods;6.When the classroom atmosphere is too active or dull,it is essential to adjust the classroom atmosphere by means of maintaining order or encouragement;7.When the duration of students’ thinking behavior lasts too long,encouragement behavior may not effectively prompt students response,hence teachers need to refine the questions or adjust the difficulty of the task in time.Finally,on the foundation of the teaching behavior characteristics and effective teaching behaviors of excellent lessons,suggestions for improving information technology classroom teaching are proposed from the aspects of teacher-student behavior,classroom management and technology and teaching integration.