Research On Interactive Behavior In Chinese Subject Of Junior Middle School Under Smart Classroom Environment

With the rapid development of information technology,new technologies are used in education,smart classroom is the new teaching environment,has the support from information technology,It changed the way teaching interacts.Teaching interaction is very important in Chinese,and the smart classroom has enriched the interaction behavior in the classroom,so it is important to explore how to organize the teaching interaction behavior to make the teaching better.This study selects six excellent junior high school language classroom videos from the national education resource platform "One Teacher One Excellent Lesson,One Famous Teacher",analyzes their classroom interaction behaviors,and makes suggestions for front-line teachers to better organize classroom interaction behaviors.Based on the "Information Technology-based Interaction Analysis Coding System",we observed selected classroom videos using teacher and student speech and action behaviors as interaction symbols,and compiled an observation coding table suitable for the interaction behaviors of language teaching in the smart classroom.Firstly,we coded the video examples with established rules to transform qualitative information into quantitative data,and then applied node coverage statistics and coding matrix to explore the distribution and frequency of interaction behaviors in the video examples,and summarized the classroom structure,teaching style and technology use;secondly,according to the class section,we conducted detailed teaching interaction behaviors from four teaching processes: introduction,cooperative inquiry,real-time evaluation and summary improvement.Secondly,according to the intelligent classroom teaching process,the four teaching processes of introduction,cooperative inquiry,real-time evaluation,and summary improvement were analyzed in detail.The study showed that in terms of classroom structure,although human-technology interaction behaviors were increased in the smart classroom,the discourse and action of teachers and students are important in class,with the highest percentage of teacher speech overall.Silence is less,but meaningful silence is more,there is frequent interaction between teachers and students and the classes is more active.In teaching style,teachers like direct control.In the use of the technical,teachers use many different functions and it makes sense.In the teaching section,in the import teachers used verbal introduction,video introduction,and student feedback introduction to attract students’ attention to stay in the classroom;in cooperative inquiry,group discussion was mostly used,so teachers’ words and students’ words accounted for more;in real-time evaluation,students use smart tablet to exercise,technology is fully utilized in this segment.The teachers were more willing to summarize a lesson in a direct way,and the only interactions involved were teacher speech and student speech.However,there are some shortcomings in general,including neglecting students’ emotions,neglecting the importance of traditional media boards,and the presence of student speech that remains passive.Based on the results of the study,four suggestions were made for middle school language teachers in smart classroom.Teachers attach importance to the feelings of their students;modern technology should be used in combination with traditional media;the interaction should focus on students’ verbal initiative and reasonable control of the length of human-technology interaction.