Quantitative Analysis of Chinese Classroom Teaching Activity under the Background of Artificial Intelligence

Autor/in	Yuan, Ying
Titel	Quantitative Analysis of Chinese Classroom Teaching Activity under the Background of Artificial Intelligence
Quelle	In: Education and Information Technologies, 27 (2022) 8, S.11161-11177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11080-x
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Teaching Methods; Technology Integration; Middle School Teachers; Middle School Students; Teacher Student Relationship; Interaction; Teacher Role; Artificial Intelligence; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lehrerrolle; Künstliche Intelligenz
Abstract	In order to understand the real situation of classroom teaching under the environment of information technology and the problems existing in the integration of information technology and curriculum in actual classroom teaching, this paper takes multimedia, interactive electronic whiteboard and Moodle platform as the research and analysis object and uses ITIAS to describe the real situation of classroom teaching. This paper makes a quantitative analysis of the classroom teaching behavior and technology using behavior of 3 teachers and 151 students in the integrated teaching of information technology and curriculum, and makes a comparative analysis with the data obtained from the questionnaire survey of the information education behavior of 213 teachers and a lot of students in 36 middle schools in southern Henan. After investigation and research, three findings have been found: firstly, the initiative of many Chinese teaching is still in the hands of teachers. Secondly, the interaction between teachers and students in classroom teaching has an important impact on teaching and learning. Thirdly, implication of information technology can effectively promote students' autonomous learning and teachers' reflection. Therefore, under the background of artificial intelligence, this paper puts forward the following teaching countermeasures: firstly, it is imperative for teachers to use information technology for effective teaching. Secondly, teachers ought to encourage students to use information technology to improve their cognitive ability and inquiry ability. Thirdly, teachers are encouraged to pay attention to the formative evaluation of the learning process and individual students. Fourthly, middle school Chinese teachers need make effective use of information technology to create an interactive teaching environment. Fifthly, teachers are supposed to focus on indirect influence to make the classroom atmosphere more democratic and harmonious in classroom teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01