Research On Classroom Behavior Of Teachers Based On Big Data Analysis

From various literatures and listening & evaluation courses,people gradually realized that the gap between young teachers and backbone teachers in junior middle school science comes from three basic aspects:(1)Effectiveness of professional knowledge;(2)Efficiency of problem solving,and(3)Insight into the problems of students.These aspects inevitably lead to huge differences in teaching effect between young teachers and key teachers.The training mode of teaching ability for young teachers is often dominated by the mode named as twin pairs among school teachers and apprentices.Due to the busy daily work,key teachers cannot observe young teachers' classroom behaviors all the time,which results in the impossibility of key teachers' timely suggestions to improve teaching behaviors of young teachers.It is believed that that if we can use modern technology such as big data to quantify classroom behaviors of key teachers and young teachers,the one is to find out the relationship between teachers 'teaching behavior and teaching effects by discussing teachers' classroom teaching behaviors,and the other is to enable young teachers to find the gab with backbone teachers more quickly,and correct their teaching models to achieve better progress and development.Subject named Science in Zhejiang middle school is different from other provinces,Chemistry,physics,biology,geography are included.So the author chose the data of two science teachers when they were teaching chemistry,hoping to get a conclusion whether the system can provide help for the process of chemistry teaching.In this experiment,the chemistry class was recorded systematically and analyzed automatically by means of data collection,so as to obtain the class record,student participation,class performance,class attention,S-T record and other data.After that,the author made a digital comparison between the chemistry classes of two chemistry teachers in our school.Through long-term horizontal comparison,it summarizes what kind of changes or rules have occurred in the chemistry teaching mode of teachers during the experiment and constantly changed the chemistry classroom mode by using the data system.Then,through vertical comparison,find out the differences between the teaching methods of young teachers and senior teachers in chemistry classes and find the way to improve.In a data-oriented and scientific way,the dogmatism and formalism in chemistry classroom are deeply discovered,so that the interaction between teachers and students in the classroom is worthy of the name.The main research methods applied in this article are:(1)Literature research method;(2)Data analysis;(3)Comparative research method.After a series of studies,the author found that there are big differences in the way teaching chemistry among younger and more experienced teachers.Young teachers prefer a talkative way in the class while senior teachers prefer to practice.Senior teachers are good at motivating students by asking questions.They are experienced in mastering the rhythm of teaching;They know how to grasp and break through the important and difficult points of chemical knowledge and to achieve teaching targets in the practice.Young teachers are at a loss,which makes students` engagement fluctuating.Senior teachers tend to interact with students,while younger teachers tend to student-to-student interaction,which seems inefficient.After the implementation of the data-based classroom for a period of time,the young teachers actively reflect and continuously improve,so that their data have a great change.The change in senior teachers is not obvious.Through this project,the author hopes to obtain the model of teaching methods of young teachers and senior teachers,so as to effectively discover the problems that young teachers have in teaching chemistry.Through certain ways to correct the young teachers,successfully adjust the previous inappropriate teaching methods,to bring their data closer to those of senior teachers,improve their ability in teaching chemistry rapidly.In this way,the model of excellent chemistry classroom is formed,which can be a guide for chemistry teachers at different levels.