The Construction And Practice Research Of Interactive Teaching Model In Smart Classroom

With the rapid development of technology,the integration of education and technology has been paid more and more attention.The Ministry of Education issued"Educational Informatization 2.0 Action Plan(EI2 AP)” in 2018,which provides policy support for the integration of education and technology.Many researchers take"learning environment" as the research object,and put forward such concepts as"smart classroom" and "smart campus",which provide an opportunity for the development of information-based teaching.However,the teaching in the smart classroom environment did not achieve the expected effect.Problems such as improper software fitting and inappropriate use of teachers result in ineffective integration of teaching and technology.In the aspect of interaction,the problems of single form and insufficient depth of teaching interaction are increasingly prominent,which deviates from the teaching concept of interaction.How to solve the above problems under the support of smart classroom environment has become a hot research topic.Therefore,this study explores the teaching in the environment of smart classroom from the perspective of interaction,and analyzes how to make teachers and students interact with each other efficiently,and how to make teachers and students interact with technology more conveniently.The research content includes three aspects.First,the study collected the Research on Intelligent Classrooms worldwide,and analyzed the research status of interactive teaching and smart classroom.Based on the activity theory and the theory of teaching elements,the interactive teaching model under the environment of smart classroom was constructed by combining the characteristics of teaching elements under the environment of smart classroom.The model contains six elements: students,learning content,group,technology,rules and division of labor.Among them,students,learning content,group and technology interact with each other,that is,student-group,student-technology,group-technology,student-learning content and group-learning content.Secondly,a quasi-experimental research method was adopted to carry out a comparative experiment between the smart classroom based on the interactive teaching model and the traditional classroom in NBWL college.According to the designed "interactive teaching model",the instructor and the researcher jointly designed the experimental group's English classroom,and then conducted theteaching.The control group was taught by teachers' usual teaching method.It is found that in the experimental class,the students' subjectivity is strengthened and the types of interaction are increased,which indicates that the interactive teaching model in the smart classroom environment has certain effects on promoting interactive teaching.At the same time,through the collection and analysis of the participation questionnaire of the two classes,it is found that the students in the experimental class participate more actively in class,which further indicates that the subjectivity of students has been enhanced,and the interactive teaching in the smart classroom environment can promote the interaction between students and technology,groups and contents.Thirdly,based on the analysis of the interaction between the smart classroom and the traditional classroom in the experimental study,combined with the interaction model,this paper discusses the interactive teaching strategies in the smart classroom environment from the two aspects of interpersonal interaction and human-technology interaction.In interpersonal interaction :(1)students should be the center of smart class to promote interaction between students;(2)teachers should combine the characteristics of learners to create a harmonious classroom atmosphere;(3)teachers should change from traditional lecturers to guiders;(4)teachers should be good at making use of all kinds of knowledge generated in teaching interaction.In the human-technology interaction :(1)before class,teachers should follow the teaching rules,grasp their own characteristics,and choose the appropriate technology to be used in teaching;(2)in class,teachers should give full play to their technical advantages and give students more space for thinking and discovery;(3)after class,teachers should sort out and reflect on the classroom data according to their needs.