An Empirical Study On Teacher-Student Interaction In Smart Classroom Environment

Under the background of education informatization,more and more schools have built smart campuses and smart learning environments under the guidance of smart education,and many studies have also put forward ideas and suggestions for the construction of smart campuses and smart classrooms,so that the theoretical research and practical research of smart classrooms are constantly enriched.Based on the smart classroom of a school in Hanzhong City,this study analyzes the interaction behavior of teachers and students in the smart classroom of the school by using the improved Flanders interaction analysis system,which can help teachers understand the teaching concept of the smart classroom,build a harmonious teacher-student relationship in the smart classroom,and help teachers improve their teaching methods in the smart classroom and improve themselves.Be able to cultivate students’ creativity and initiative with the help of the smart classroom teaching environment,develop students’ wisdom,and improve students’ information literacy,independent learning ability and cooperative learning ability;It can make better use of smart classrooms and avoid waste of resources.The study is divided into six parts:The first part explores the driving forces of the smart classroom.The first is that the national smart classroom provides policy drive,and smart technology provides technology drive for smart classroom.Secondly,the purpose and significance of the study of teacherstudent interaction behavior in smart classrooms are discussed.Then,the structure of the study and the research tools and research methods used in the research are introduced.Finally,by reviewing relevant literature,the research status of smart classroom,teacher-student interaction and improved Flanders interaction analysis system is sorted out.The second part is divided into two aspects,firstly,the connotation of "smart classroom" is sorted out by literature analysis method,and the definition of smart classroom by researchers is clarified,and secondly,the concept of "teacher-student interaction" is newly explained by combing the literature.The third part introduces the research-related tools,explains the reasons for choosing the improved Flanders interaction analysis system among the three classroom analysis systems of the Flanders interaction analysis system,the information technologybased interaction analysis coding system and the improved Flanders interaction analysis system,and introduces the research objects.The fourth part uses the coding assistant in the improved Flanders interactive analysis system to encode four smart classrooms,and then uses the coding analysis program to analyze the teacher-student interaction behavior in the smart classroom,and then integrates the analyzed data.Firstly,the coding of the classroom in the analyzed data is integrated,including the data integration of classroom teaching as a whole,teacher language behavior,student language behavior,classroom silence behavior,data integration of technology use,and matrix analysis of classroom interaction behavior.Secondly,through the integrated coding,the classroom interaction structure,teachers’ teaching style,classroom question-and-answer behavior,silence or chaos,and technology use of the four smart classrooms were analyzed as a whole.Then,a dynamic ratio analysis was performed on four lessons.Finally,the results of the analysis are explained.The fifth part is the exploration of the problems in the research and the strategies proposed for the problems.In the research findings,the problems in the implementation of smart classroom are mainly analyzed through the understanding of the teaching concept of smart classroom,the form of classroom interaction,the role of teachers and students in the smart classroom,and the aspects of technology in the classroom.In terms of countermeasures,suggestions were mainly put forward for the problems found,from four aspects: updating concepts,creating diversified forms of interaction,improving teachers’ teaching strategies,and giving full play to the advantages of technology and technology.The final section analyzes the shortcomings of the study and the outlook for future research.The results of this study on the coding analysis of recorded smart classrooms by using the improved Flanders interactive analysis system show that teachers’ language accounts for35%～52% of the entire classroom teaching activities,all lower than the norm 68,student language accounts for 19%～38%,except for the smart classroom 4,the remaining three lessons are higher than the norm 20,the classroom silence accounts for between 2%～15%,and the use of technology accounts for between 10%～20%.Through the analysis of four types of data and the combination of classroom records,it is found that there are still many problems in the interaction between teachers and students in the smart classroom: first,the smart classroom teaching only changes the form,but does not update the essence;There is no deep integration between teaching and technology;Second,the form of smart classroom interaction is single,such as teacher-student language interaction is mostly teacher questionstudent answer type and teachers ask less open questions,accounting for between 25%～33%of teachers’ questions,teachers adopt students’ emotions and encourage and recognize students’ behavior less often,such as the proportion of positive personality in the four lessons is only in the range of 1%～2%,the frequency of students’ active questions is too small,human-computer interaction is mostly manifested as teaching courseware and completing exercises,etc.,the number of peer interactions is less and the time is short.For example,the proportion of peer discussion in one class is 0%,and the proportion of peer discussion in two classes is not more than 6%;Third,teachers are too dominant in the process of smart classroom teaching,and students lack active thinking,for example,in two of the classes,the number of active questions is 0;Fourth,intelligent technology does not play its greatest teaching advantages in smart classrooms,and the use of technology by teachers and students is relatively single.According to the data obtained by the institute and the results obtained after analyzing the data,it can be seen that in the smart classroom of the institute in the school,the interaction behavior between teachers and students is unsatisfactory,and there are deviations from the educational concepts advocated by smart education,including the role of teachers in the smart classroom,the classroom teaching style of the teacher’s classroom,the interaction form of the classroom,the teaching design formulated by the teacher,the initiative of students,the ability of students to cooperate and other aspects of problems,based on these problems.The research discusses the countermeasures to promote the interaction between teachers and students in the smart classroom,mainly from the aspects of updating teaching concepts,creating diversified interaction forms,improving teachers’ teaching strategies and giving full play to the advantages of technology,which can update the teaching concepts of teachers who conduct smart classroom teaching,promote teachers to develop diversified classroom interaction forms of teaching design,so that teachers can improve teaching strategies,so as to promote students to think and ask questions in the classroom.Enable teachers to rationally use intelligent technology in the smart classroom teaching environment to promote teaching,so that education and teaching can be deeply integrated with technology,and maximize the application of technology in smart classroom.