| Under the background of education informatization 2.0,the innovation of information technology broadens the idea of education reform,empowers and provides new ways for accurate teaching in smart classroom environment.Meanwhile,“Double reduction” policy makes education return to the classroom and puts forward higher requirements on the professionalism of teachers.How to improve the professional ability and information literacy of teachers side by side and train a group of high——quality teachers who can adapt to the future education,so as to improve the quality of teaching has become an urgent problem to be solved.The depth and effectiveness of teaching interaction is not only a direct reflection of teachers’ professional ability,but also a powerful factor to improve the teaching effect.In view of this,the research topic is determined as the observation study of high——quality class examples from the perspective of teaching interaction.Firstly,literature analysis is used to review the research status of classroom observation,TPACK theory and classroom interaction between teachers and students,define the concept of subject words and summarize the relevant theoretical basis.Second,clear thinking,using video analysis method,to determine the object of study for the 2021 nanning fusion won first prize in the competition information technology and subject teaching lesson 34 cases,select the video coding tool OKC on classroom behavior,classroom teaching media and TPACK coding characterization of cutting unit of time,collect frequency and duration of the code The coding records were imported into GSEQ for hysteretic sequence analysis,residual Z was calculated,and significant behavior sequences greater than 1.96 were imported into Gephi to obtain a visual map of significant relationship.Finally,the obtained data were processed into classroom behavior,teaching media,TPACK,S-T,Rt-Ch,relative centrality RC,hysteretic sequence of The multidimensional analysis of teachers’ effectiveness questions and four questions is summarized and the experimental conclusion is obtained.The results showed that the 34 high-quality lessons showed the following common characteristics :(1)the classroom structure of the high-quality lessons was mostly mixed;(2)the core behaviors of the lessons included questioning,instruction,explanation and interaction;(3)the use of technology preferred declarative media supported by information technology,which was usually combined with speech to form composite media(4)In the TPACK framework of teachers,the core elements usually appear coupling,and rise obviously in the introduction stage,teaching knowledge throughout the course.(5)There are three significant teaching modes: instruction——behavior——instruction,question——answer——positive feedback,question——exposit——interaction mode.(6)The lack of commonness is reflected in the lack of depth of teachers’ questioning and the lack of human-technology interaction and the single teaching evaluation.According to this,three improvement strategies are proposed :(1)carefully design the content of questions,balance the proportion of "four he" questions,face to the ability of students to solve practical problems,add questioning when asking questions,inspire students to think deeply.(2)Enrich the types and forms of classroom evaluation,increase the proportion of students’ mutual evaluation,and make the evaluation of students’ answers more multidimensional and targeted so as to improve students’ willingness to answer questions.(3)Strengthen the use and interaction of technology.The use of technology should not only present the functions that can be realized by traditional media,but also optimize the classroom structure and use more functions that cannot be realized by traditional media.At the same time,the proportion of human——technology interaction and media interaction is increased to achieve accurate teaching in an intelligent environment. |
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