Analysis And Research On Interactive Behavior Of Secondary Information Technology Classroom Based On FIAS

The essence of classroom teaching is the process of teacher-student interaction.Basic education reform actively advocates the construction of harmonious and active classroom interaction behaviors in the teaching process,so as to promote the common progress of teachers and students.This further indicates that classroom interaction will directly affect the teaching effect.Under the dual background of education informatization and career education becoming the focus of education development,in-depth research on information technology education of vocational schools conforms to the new education situation.Before analyzing the classroom interaction behavior of information technology,it is necessary to establish the method of classroom interaction with disciplinary pertinence and apply it in specific teaching practice,which has theoretical and practical significance for improving the classroom interaction analysis method and improving the classroom interaction effect.This study summarizes the current research status of FIAS(Flanders interactive analysis system),which is widely used in classroom interaction analysis methods,by referring to domestic and foreign literature.It is found that there are few studies on the application of FIAS in information technology disciplines,and existing coding tables are not subject specific and lack of theoretical and practical basis for teaching.Therefore,on the basis of the original coding table,this study integrates the computer room classroom teaching environment of vocational information technology,and expands FIAS coding on the basis of relevant theoretical and teaching practice investigation.On this basis,the newly constructed fias-based classroom interaction behavior coding of vocational information technology was applied to make a comparative analysis of two vocational information technology courses with the same teaching content and different teaching methods.The research draws the following conclusions: in terms of classroom emotional atmosphere,the classroom atmosphere of the two examples is relatively good.Through the comparison of the overall classroom teaching structure,it is found that although teachers of open class are better at creating different problem situations through guidance and encouraging students to actively participate in classroom interaction,there are still problems of unequal opportunities for teachers to ask students questions.However,teachers in normal classes are deficient in the design of collaborative learning teaching activities,and students are more likely to answer questions driven by teachers,so their initiative needs to be improved.In terms of the use of technology,the teachers of the two cases have integrated it with the teaching content.However,how to properly integrate it into the classroom as a learning element remains to be studied.At the end of the paper,according to the research results,Suggestions are put forward to improve the strategies and effects of improving the classroom interaction of information technology in secondary vocational schools from the perspectives of improving the quality of classroom interaction and improving teachers' professional development.