Analysis And Research On Rural Junior Middle School Classroom Teaching Behavior Based On Interactive Electronic Whiteboard

With the continuous deepening of education informatization in our country,it has become common for information technology to enter the junior middle school classroom.With the in-depth application of information technology in education and teaching,interactive electronic whiteboards have gradually been extended to rural junior middle schools.However,in the interactive electronic whiteboard environment,because the rural junior middle school teachers have not fully grasped the specific functions of the electronic whiteboard,young teachers who master the application of modern educational technology are scarce.Most teachers cannot use the interactive whiteboard function flexibly in teaching situations or the application effect is not very good.Compared with traditional classroom teaching,the interactive and contextualizition of teaching in the information environment is more significant,so it is necessary to put forward higher requirements for the classroom teaching and technology application behavior of rural junior high school teachers.Teaching behavior has always been a hot issue in classroom teaching research,affecting learning results and teaching quality,and is a key element for building a good teacher-student relationship and building a harmonious classroom.Therefore,in interactive electronics of the whiteboard environment,the teaching behavior of rural junior middle school teachers also reflects the level of teaching quality and effectiveness of the rural junior middle school.This research takes the classroom of rural junior middle school teachers as the entry point,based on the perspective of combining technology and teaching,using diversified and multi-dimensional analysis tools and methods,to carry out a comprehensive and in-depth study of the current situation and shortcomings of classroom teaching behavior in rural junior middle schools.It is of great significance to improve the teaching quality of rural junior middle schools in the environment of interactive whiteboard.First,clarify the main theoretical basis of this research:activity theory,classroom interaction theory,and teaching process optimization theory.Second,based on theories and previous studies,this article constructs an analysis model from the aspects of explicit teaching behavior,implicit teaching behavior and technology,through the analysis elements,methods and tools of classroom teaching behavior in the electronic whiteboard environment.Third,select the field-recorded rural junior middle school classroom teaching videos and urban junior middle school teachers’ excellent lesson teaching videos as the research objects.In order to have a better reference for the research,the city’s quality lesson teachers are used as benchmarks,combined with NVIVO.11 software,IFIAS interactive analysis system and ST teaching analysis three research tools,from the six dimensions of teaching influence mode,teacher language behavior,teaching strategy,interactive electronic whiteboard application analysis,classroom atmosphere,and classroom teaching mode,it is based on the interactive electronic whiteboard environment for rural and urban teachers Quantitative and qualitative analysis of the characteristics of teaching behavior of rural junior middle school teachers to analyze the current deficiencies and improvement strategies of classroom teaching behavior of rural junior middle school teachers.The research results show that: rural teachers and urban teachers have little difference in the way of teaching influence,and both tend to use direct influence methods for classroom teaching;while in teachers’ language behavior,teaching strategies,the application of interactive whiteboards,and classroom atmosphere There are obvious differences in the five dimensions of the teaching mode.In terms of teachers’ language behavior,village class teachers mainly rely on teachers to teach;in terms of teaching strategies,village class teachers use a single teaching strategy;in the application of interactive whiteboards,village class teachers cannot use technology to use to integrate with the content of the subject;in the classroom atmosphere,the classroom atmosphere of rural class teachers is more boring and single than that of urban class teachers;in the teaching mode,rural class teachers mostly use the traditional lecture-based teaching mode,while the urban use mixed teaching model.Therefore,it can be concluded that there are significant differences in the classroom teaching behavior of urban and rural junior middle school teachers in the interactive electronic whiteboard environment,which need to be improved in terms of teacher questioning quality,teacher-student interaction level,student initiative,technology application level,and teaching evaluation.