Research On High School Biology Quality Classroom Teaching Behavior Under The Background Of Smart Education

With the emergence and development of the concept of smart education,there has been a boost in the advancement of information technology in the field of education.Educational informatization has further progressed under the influence of smart education.Following this trend,it is necessary for teachers to effectively integrate classroom teaching with educational informatization,continuously adjust their teaching behaviors,and incorporate information technology into the classroom to enhance teaching quality and effectiveness.In this regard,teachers can analyze and summarize high-quality classroom teaching behaviors,grasp the structure and application methods of TPACK(Technological Pedagogical Content Knowledge),which serves as a good approach for promoting teachers’ professional development in line with the era.Based on the background of smart education,this study aims to explore the characteristics of classroom behaviors and the TPACK structure of outstanding teachers in high school biology classes through the analysis of six excellent biology lessons selected from the "One Teacher,One Excellent Lesson" platform of the Ministry of Education.Classroom analysis is conducted using the Classroom Analysis Vision Knowledge tool(OKC)and the Generalized Sequential Querier tool(GSEQ),which assist in analyzing classroom teaching behaviors,teacher TPACK behaviors,and classroom behavior sequences.By segmenting and coding classroom teaching videos and utilizing the adapted ETIAS Classroom Interaction Analysis Scale,the frequency and occurrence of teaching behaviors are analyzed,revealing that in high-quality classroom teaching,the frequency of teacher questioning,student response,and teacher explanation is the highest.Among them,the teacher questioning behavior is often presented in the form of a question series,guiding students,stimulating their thinking,and engaging in interactive dialogue with an attitude of equality.Teacher explanation is no longer a mere knowledge transfer but rather a supplementation,correction,standardization,and summarization of students’ answers,as well as the organization and synthesis of biological knowledge.Through behavior sequence analysis,it is observed that teacher questioning behavior is often accompanied by a series of other behaviors,and the occurrence of high-quality classroom behaviors follows certain behavioral patterns that can be summarized as experiences and applied accordingly.The high proportion of teaching behaviors involving the use of digital technology and instructional strategies reflects the need for teachers to possess a high level of TPACK in high-quality classroom teaching.Based on the analysis of the results,the following conclusions can be drawn from this study:(1)Exploring high-quality classroom teaching behaviors reveals that teacher questioning,student response,and explanation are the main classroom behaviors,and their interconnectedness collectively builds an efficient classroom.(2)The reasonable application of various classroom behaviors is an effective guarantee for improving teaching efficiency and establishing a high-quality teaching and learning relationship in the classroom.(3)Teachers should focus on the effectiveness and efficiency of classroom teaching behaviors,carefully design teaching content and processes,accurately assess students’ learning situations,and make timely adjustments to teaching strategies and methods.(4)High-quality classroom teaching behaviors require teachers to have a solid disciplinary knowledge base and TPACK abilities.(5)Typical teaching behavior patterns found in high-quality classroom teaching contribute to effective classroom instruction.