Method for analysis and encoding of classroom teaching interactive behaviors

Abstract

The invention discloses a method for analysis and encoding of classroom teaching interactive behaviors. The method comprises the steps that a behavior classification table is compiled at first, wherein teaching behaviors are divided into verbal behaviors of teachers, activity behaviors of the teachers, verbal behaviors of students and activity behaviors of the students according to teaching activity courses of behavior subjects; a category encoding table of teaching behaviors is then compiled, wherein the teaching behaviors are divided into a driving category, a driven category and 16 sub-categories according to different leading modes of the behavior activity subjects, and 16 Arabic numerals are used for the encoding; and finally, based on classroom teaching videos, behavior conversion points are collected dynamically according to a method of "conversion-based sampling and interpolation-based compensation" and according to the encoding table of the teaching behavior categories, interpolation lines are taken as middle points of activity samples, and finally a behavior data sequence is formed. The method disclosed by the invention is characterized in that the classroom teaching interactive behaviors are collected and encoded; the sample collection method for teaching interactive behaviors based on the "conversion-based sampling and interpolation-based compensation" is proposed; and problems existing in the prior art are effectively solved.

Description

technical field [0001] The invention belongs to the technical field of educational informatization, and relates to a coding method for analyzing interactive behaviors of teaching and learning in classroom teaching video analysis. Background technique [0002] The method of using video to carry out classroom teaching observation is not a newly born research method. As early as the 1960s, classroom teaching video analysis methods have been applied in the training of new teachers. With the development of information technology, the analysis method of classroom teaching behavior has gradually transitioned from videotape analysis to analysis method based on digital video. [0003] The more influential classroom interaction analysis methods at home and abroad mainly include Flanders Interaction Analysis System (FIAS), Verbal Interaction Category System (VICS), IIS graph analysis method, and information technology-based interactive analysis method. Analysis Coding System (ITIAS),...

AI Technical Summary

Problems solved by technology

In the multimedia environment, the application of various media such as teaching content, teacher blackboard writing and multimedia courseware display has not been studied in depth;

[0011] 2) The trend of "emphasizing education over learning" is obvious, and the division of teacher-student behavior is asymmetrical

FIAS mainly focuses on the behavior of teachers, focusing on the behavior of teachers in classroom teaching (there are 7 categories), and ignoring the behavior of students in classroom teaching (there are 2 categories), so that we cannot truly understand the behavior of students in the classroom. learned behavior;

[0012] 3) Behavior division is rough, teaching connotation is difficult to reflect

The S-T analysis method only has S behavior and T behavior, which is difficult to fully express the vivid and rich meaning of classroom teaching, and it is difficult to reflect the process and the richness of classroom teaching;

[0013] 4) Behavior division is fuzzy, which reduces the accuracy of data collection

Both FIAS and VICS have a group of language behaviors with similar appearance, which are easily confused;

[0014] 5) Mechanical sampling according to time, easy to miss valid data

Since the data collection is to take a sample value record at a specified time interval, the sampling method is mechanical, which reduces the effectiveness of classroom observation data

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