Research On Teachers’ Information Technology Application Ability Based On Classroom Teaching Behavior In Smart Classroom Environment

With the continuous advancement of educational informatization,the classroom learning environment is gradually changing from a traditional multimedia classroom to a smart classroom environment with rich technical support.The smart classroom environment emphasizes that teachers can make full use of information technology to optimize the teaching process to achieve the purpose of improving classroom teaching quality and teaching effect.Therefore,it is particularly important to carry out evaluation research on teachers’ information technology application ability in the smart classroom environment.At present,most of the researches use methods such as after-class self-reports to evaluate teachers’ ability from a subjective perspective,which is not enough to comprehensively and objectively reflect the level of teachers’ information technology application ability.Therefore,this study takes the smart classroom as the research context,and objectively evaluates teachers’ information technology application ability through the actual teaching behavior data in the classroom,which is of great significance to promote teachers’ targeted teaching reflection and the education department to formulate effective ability improvement plans.This study sorts out the research status of classroom teaching behavior and teachers’ information technology application ability through literature research.Taking the teaching videos recorded in the smart classroom environment as research samples,through the video analysis method and the lag sequence analysis method,code and analyze the lesson cases according to the teaching behavior analysis coding table,and combined with the analysis results of teaching behavior and behavior sequence,this thesis studies the information technology application ability reflected in teachers’ classroom teaching behavior in the smart classroom environment,and proposes targeted ability improvement strategies.The main work and results of this research are as follows:（1）On the basis of selecting the evaluation indicators that can be observed in the classroom in the "Assessment Specifications for the Development of Information Technology Application Ability of Primary and Secondary School Teachers",combined with some coding contents in the existing coding system,from teachers’ speech behavior,teacher activity behavior,The four dimensions of student speech behavior and student activity behavior construct the coding table of teaching behavior in the smart classroom environment.（2）Take the 20 smart classroom recording videos in the national primary and secondary school innovative classroom teaching practice observation activities from 2020 to 2021 as the research object,code the teaching behavior in the video,get the teaching behavior frequency table and density table,and construct the reasoning The map,combined with the teachers’ information technology application ability reflected in the teaching behavior and behavior sequence,divides the information technology application ability of teachers into four levels:acquisition ability,application ability,deepening ability and creativity ability.On this basis,the level of teachers’ information technology application ability in the 20 lessons is summarized.（3）Combining the behavioral characteristics of teachers at each level,starting from the problems of teachers at the three levels of acquisition ability,application ability,and deepening ability,put forward targeted strategies,so that teachers at different levels have the ability to apply information technology layer by layer.Incrementally,eventually reaching the level of creativity.