Research On The Impact Of Smart Classrooms On Classroom Teaching Structures

The teaching structure determines what kind of educational thoughts,educational theories and learning theories the teacher use on organizing the course of teaching activities.Changes in the teaching structure will lead to a fundamental change in the teaching process,which will affect the teaching quality.With the integration and innovation of artificial intelligence and teaching,smart classrooms have gradually become an important teaching environment.Professor He Kekang believes that smart classrooms create an ideal learning environment for promoting education informatization and deepening teaching reform.It is necessary to effectively make use of smart classrooms to transform the traditional classroom teaching structure and achieve a substantial improvement in the teaching quality of various subjects.However,according to class observations,it is found that although some teachers have mastered technical operations of smart classrooms,their teaching structures have no difference with traditional classrooms and don’t make smart classrooms play positive role on promoting teaching structures and teaching quality.Therefore,it is necessary to conduct the research about influence of smart classrooms on teaching structures and influencing factors,and the research will be of great significance to reform the classroom teaching structure,optimize teaching effects,and promote the development of smart teaching.Based on symbolic interaction theory and learning theory of constructivism,this research combines qualitative and quantitative methods.By comparing and analyzing the features of teacher-student interactions and teaching behaviors in class cases of the smart classroom and the multimedia classroom,it aims to explore the influence of the smart classroom on the classroom teaching structure and the influencing factors.First of all,the literature research method is used to review domestic and foreign relevant literatures.According to demands of the research,the Flanders Interactive Analysis System(iFIAS)is improved as main analysis tool,with S-T analysis method,time-sequence analysis method and category analysis method as auxiliary analysis methods.The comparative analysis scheme of this study is developed from five dimensions of teaching idea,teaching structure,teaching activities,teaching media and teaching behavior interaction.Then,the same expert teacher is invited to design two teaching examples in the smart classroom and the multimedia classroom based on the same teaching idea and teaching model,and to teach the same content in the two classes with no obvious difference.Classroom observation method is used to observe the class,and teaching videos of the teacher in the smart classroom and multimedia classroom are recorded.Quantitative analysis method and selected research tools are used to conduct quantitative processing of teaching video materials and to verify their reliability to obtain reliable data.Finally,according to analyzing the similarities and differences between the two cases,the influence and influencing factors of the smart classroom on the classroom teaching structure can be concluded.The results of the study show that the two lessons with the same elements except for the teaching environment present two different teaching structures.The smart classroom shows the feature of "leadingsubject" teaching structure,and the multimedia classroom present the feature of "teacher-centered" teaching structure.The Smart classrooms have a very significant impact on the four elements of the teaching structure,which are as follows:(1)With the support of precise analysis of student condition in the smart classroom,teachers’ teaching time is less than that in the multimedia classrooms,which indicates the teachers’ leading role and students’ principle role can be played better in the smart classroom.(2)With the support of interactive technology and multiple cognitive inquiry tools in the classroom,students’ initiative behavior and interactive participation rate in teaching activities are higher,indicating that smart classrooms are more likely to reflect the main body of students and to promote students’ meaningful construction learning.(3)The abundant teaching resources in the smart classroom greatly improves the teaching efficiency and meets the students’ higher level of learning.(4)The teaching media in the smart classroom is transformed from the visualized teaching tools taught by a single auxiliary teacher to a kind of both auxiliary teaching and cognitive tools for students to learn independently.It can be seen from the above that the smart classroom has promoted the transformation of the teaching structure from "teacher-centered" to "leading-subject" structure,reformed the classroom teaching structure,optimized the teaching and learning process,and improved the quality of classroom teaching.This research provides a theoretical basis for the smart classroom to optimize the classroom teaching structure,and provides practical support for the front-line teachers to optimize the wisdom teaching.