Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China

Suping Yi, Ruwei Yun, Ximin Duan, Yefeng Lu
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引用次数: 10

Abstract

In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.
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相似还是不同?中国传统课堂与智能课堂教学行为比较
在“互联网+”时代,为理解传统课堂与智慧课堂的区别,本研究以目前国内外课堂教学行为研究方法为出发点,从资源共享、教师授课、师生互动、小组合作、自主学习、评价反馈六个维度对课堂教学行为进行分析。采用数据分析的方法,对江苏省首届智慧课堂创新教学竞赛选出的40节课的教学行为进行了完整的统计研究,分析结果表明,智慧课堂与传统课堂在师生互动、小组合作、自主学习、评价反馈等方面存在显著差异。资源共享和教师教学在数据分析上没有显著差异,但通过进一步的视频观察和分析,两者在实际课堂中仍然存在差异。
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