Study On The Current Situation And Improving Strategies Of Teachers' Classroom Management Ability In Primary And Secondary School Based On The Application Of Artificial Intelligence

At present,with the continuous development and maturity of artificial intelligence,"artificial intelligence + education" will become a new mode of education in recent years.With the application of artificial intelligence in classroom management activities,it has begun to change or even subvert the traditional classroom management.And now,the practice of classroom management of primary and secondary school teachers is facing great challenges.Therefore,it is necessary to pay attention to the development of primary and secondary school teachers' ability in the evolution of education reform,especially to cultivate and improve teachers' classroom management ability,which is inevitable requirement and directive impetus for promoting classroom management reform in primary and secondary schools in the era of artificial intelligence.Based on the current situation and future trend of AI in the field education,this study proposes that classroom management in the era of AI has seven characteristics:scientific,interactive,open,situational,processing,people-oriented and autonomous.On this basis,it summarizes and analyzes the new requirements for primary and secondary school teachers' classroom management ability in the application of AI technology,and provides some theoretical support for the follow-up research.This study uses self-designed questionnaire to investigate the classroom management ability of primary and secondary school teachers,and objectively grape the basic situation of teachers' classroom management ability in the early application of AI.The data shows that the development status of teachers' classroom management ability in primary and secondary school is fairly good in general,but compared with the new requirements,there is much room for improvement and development of teachers' classroom management ability.Then,independent sample t-test and variance analysis were performed on the data,and it is found that teachers' classroom management ability has no significant difference in gender,professional titles,teaching stage,whether to be a headteacher or not,and the weekly working hours(P >0.05)in the overall level.However,the difference was statistically significant in age,teaching experiences,education background and frequency of professional learning(P< 0.0l).Combined with one-to-one interviews,this study further combs the problems in the development of teachers' classroom management ability,including the following six points: first,the overall level is relatively good,but development is unbalanced;second,the backward classroom management concept is unable to adapt to the change of intelligent classroom management;third,the depth of self-reflection is not enough,and lacks of autonomy;fourth,class management emphasizes the control of students' classroom behaviors,but ignores the ideological guidance;fifth,the design of classroom teaching content is limited,and lack of diverse transmission methods;sixth,the management ability in classroom psychological environment is weak and the physical environment management is inflexible.The reasons are not only the internal reasons for the long-term constraints of the traditional classroom teaching management concept and lower demand for self-development because of professional stability,but also the five external reasons,such as: conflicts in the target of talent-cultivating;the imperfect construction of intelligent classroom management guarantee system;the lag of teachers' demand research,;the limited time and energy of teachers' independent learning;the cognition deviation in social groups.In view of the problems existing in the development of teachers' classroomability at this stage,and in order to further improve the classroom management ability of primary and secondary school teachers to adapt to the development of artificial intelligence technology,this paper explores the development path and puts forward the following suggestions: changing the concept of classroom management,and guiding the classroom management practices with the concept of "ability based";setting up the research-oriented learning goals,increasing the depth of self-reflection;exploring the structure of students' classroom behaviors,strengthening the ideological management of students;changing the model of classroom management to improve the effect of classroom management;innovating interactive teaching mode to realize personalized teaching;emphasizing emotional interaction between teacher and students,enhancing the productiveness in class.Besides these six development paths by teachers themselves,it also puts forward four external promotion strategies,which are perfecting the technology of educational artificial intelligence and constructing the system of intelligent classroom management;building learning atmosphere and teachers' growth community;correctly guiding the public opinions and strengthening the cognitive education of man-machine interactive classroom management;innovating teacher education to adapt to the new development of classroom management;reforming the evaluation and encouragement mechanism of teachers to increase their enthusiasm for professional development.Finally,through the effective integration of internal and external,the improvement and development of primary and secondary school teachers' classroom management ability can be realized.