Generally speaking, there are two definitions of smart classroom: one is based on the semantic definition of "wisdom", and the other is "knowledge classroom"; The other is defined from a technical point of view. The definition of adult education focuses on the latter.

The so-called "smart classroom" is an information and intelligent classroom teaching mode based on knowledge construction theory, dynamic learning data analysis and cloud application. Smart Classroom is the latest achievement in the development of Flip Classroom 2.0 in the era of big data.

Second, the key elements of the smart classroom

To understand the definition of smart classroom, we need to grasp five key elements:

(1) Conceptually, it is guided by the teaching theory of knowledge construction.

According to the theory of knowledge construction, the classroom teaching mode is designed, and according to the spiral characteristics of knowledge construction, around the closed loop of teaching before, during and after class, an ideal learning environment including situation, cooperation, communication and meaning construction is created to realize the goal of smart classroom.

(2) Technically, learn the analysis technology based on big data.

For the massive data produced in the teaching process, modern analytical tools and methods are used to process, mine and analyze. Teaching decision based on data analysis is different from the traditional teaching evaluation model and method. In addition, the data analysis process is also automated, and the analysis results can be fed back in real time according to the requirements.

(3) In terms of methods, dynamic learning analysis and intelligent push are adopted in the whole process.

Evaluate the situation analysis of deep chemistry through preview before class, optimize the teaching design and facilitate accurate teaching; Improve teaching strategies and adjust teaching process through data analysis and immediate feedback from classroom tests; Through after-school homework data analysis and resource push, targeted counseling is implemented to realize personalized learning support.

(4) In application, realize the application of "cloud+terminal" in teaching and learning.

Adopt the service mode of "cloud+terminal" and deploy the information technology platform of smart classroom-smart classroom. Its main body consists of Wei Yun server, terminal application tools and cloud platform. Through the seamless connection and intelligent application of various terminal devices in the classroom, the traditional concepts of blackboard, podium and time and space in the classroom are broken, and it has the functions of dynamic learning data collection and real-time analysis, realizing the three-dimensional communication between teaching and learning, and making structural changes in the traditional classroom.

(5) In terms of development, it is the latest achievement in the development of Flip Classroom 2.0 in the era of big data.

The basic essence of flip classroom is to reverse the traditional teaching process from "teaching before learning" to "learning before teaching" based on the application of teaching video. In the era of big data, data analysis is emphasized. Based on the comprehensive support of big data and other information technologies, the intelligent classroom has been realized, from general video viewing to pre-class preparation and evaluation analysis, from "learning before teaching" to "learning as teaching", from classroom control to dynamic analysis and teaching wit based on data.

Third, the main characteristics of intelligent classroom

The "smart classroom" supported by technology in the era of big data has the following main features:

(1) data-based classroom. Traditional classroom mainly relies on teachers' personal teaching experience to judge students' learning behavior and make teaching decisions. According to big data mining and the analysis of students' learning behavior, the smart classroom adjusts teaching strategies, and understands students' knowledge mastery level with intuitive data, thus realizing a new form of evidence-based education in classroom teaching.

(2) Efficient classroom teaching. Using modern information technology to create a smart learning environment and using big data to build an efficient classroom have greatly improved the efficiency of classroom teaching. For example, through situational awareness, data mining and other methods, learners' potential learning needs can be predicted in advance. In the smart classroom, learners can get the latest learning resources at the first time through resource subscription and intelligent push, and realize three-dimensional communication between teaching and learning.

(3) Personalized learning classroom. Through pre-class preview evaluation analysis and in-class quiz real-time analysis, we can accurately grasp the knowledge of each learner, realize the evaluation of students' personalized learning ability, make teachers' cognition of each student clearer, formulate targeted teaching plans and counseling strategies, push personalized learning materials, and make "micro-lessons" for one person, thus truly realizing student-centered and "one-on-one" personalized teaching services.

(4) cooperative inquiry class. According to the needs of knowledge construction, the smart classroom adopts the learning mode of group discussion and cooperative inquiry. Collaborative group service can help learners with the same learning needs and interests to automatically form a learning body and conduct in-depth interactive communication on a certain issue, which is conducive to the construction of the meaning of the learned content.

(5) Dynamic and open classroom. "Dynamic generation" is an important concept advocated by the new curriculum standards. The classroom is essentially a dynamic and open system. With the application of emerging information technologies such as Internet and mobile Internet in classroom teaching, the classroom system has exceeded the limitations of time and space. Wisdom classroom is not a faithful and closed transmission and acceptance of knowledge, but encourages classroom innovation and openness, encourages generation, and actively provides favorable conditions for students to stimulate innovation and develop wisdom.

(6) Teaching witty lessons. Classroom teaching is ever-changing, and even the best preset scheme can't foresee all possible situations in the classroom. Smart classroom requires teachers to have the ability to improvise, according to the new situation in the teaching process, based on dynamic learning data analysis and immediate feedback, take witty actions, adjust the pre-class teaching design in time, and optimize and improve the classroom teaching process.

Fourth, the application mode of smart classroom

(A) the traditional classroom teaching model

The traditional classroom teaching mode adopts the "5+4 process" mode, which includes five links of teachers' teaching and four links of students' learning. * * * constitutes a complete classroom teaching process before, during and after class, and constitutes a process cycle of continuous improvement of teaching:

Traditional classroom teaching mode

(1) Teachers prepare lessons: Teachers prepare lessons according to students' homework and teaching experience in the last class.

(2) Students preview: Students preview the preview content arranged in the last class.

(3) Teaching implementation: Teachers teach according to the lesson preparation plan, and students attend classes according to the teacher's ideas. In the meantime, the teacher asked questions according to the students' learning situation, and some student representatives answered questions, thus realizing partial interaction.

(4) Assigning homework: After class, the teacher assigns homework and previews tasks.

(5) Finish homework: Students finish homework after class and hand it over to the teacher the next day or class.

(6) Correcting homework: The teacher finishes correcting homework after receiving it.

(7) Evaluation feedback: Teachers usually need two or three days to feedback the results of homework correction to students.

(B) Smart classroom teaching model

The teaching mode of smart classroom adopts "8+8 process" mode, including 8 links of teachers' teaching and 8 links of students' learning. * * * constitutes a complete classroom teaching process before, during and after class, and constitutes a process cycle of continuous improvement of teaching:

It has become a classroom teaching mode of educational wisdom.

1, before class:

(1) learning situation analysis: teachers can accurately grasp the first-hand information from students through the analysis of students' homework scores provided by the intelligent teaching platform, and determine the teaching objectives of this lesson;

(2) Publishing resources: Teachers push the preview content of rich media (micro-lessons, courseware, pictures, words, etc.) according to the teaching objectives and learning situation. ) to students, and at the same time push the preview test content;

(3) Students preview: Students preview the rich media content pushed by teachers, complete and submit preview topics, and record the problems in the preview process;

(4) Pre-class discussion: In view of the problems in the preview, students hold relevant discussions in forums or platforms, and put forward questions or opinions;

(5) Instructional design: Teachers modify the instructional design scheme according to the results of learning analysis, teaching objectives, teaching contents and students' preview of statistical analysis and discussion.

2. Links in class:

(1) New lesson introduction: Teachers use various methods to introduce new lessons, mainly through preview feedback (statistical analysis of preview questions submitted by students), evaluation exercises, creating scenarios, etc., to prompt or explain the problems existing in preview;

(2) Show and share: Students show their self-study results before class, give speeches and share their views around the introduction of new courses, and focus on listening to what they don't understand in preview and actively participate in classroom teaching;

(3) assignment of new tasks: teachers assign new learning inquiry tasks and performance requirements, assign small test questions after the task is completed, and immediately push them to each student terminal;

(4) Cooperative inquiry: Students carry out cooperative learning, mainly including group inquiry and game teaching. Teachers design activities, students interact and discuss in groups, and students submit their achievements and show them after group cooperation;

(5) Real-time evaluation and feedback: After students complete the course introduction and new tasks in class, they will provide diagnostic services, complete the quiz exercises and submit them in time to get real-time feedback;

(6) Explanations and comments: Based on data analysis, teachers supplement explanations on the weak links of knowledge points according to the evaluation feedback results, pay attention to problem analysis, and solve the problems that students encounter in new tasks through diversified interactive communication;

(7) Application and consolidation: Students apply and consolidate the new content they have learned.

3. After-class conversation

(1) Personalized push: Teachers distribute personalized after-school homework to each student according to the students' classroom learning situation to push learning resources;

(2) Finish homework: students finish homework and submit it to the teacher in time to get immediate feedback on objective questions;

(3) correcting homework: teachers correct subjective questions, record and explain micro-lessons, and push them to students;

(4) Summary discussion: Students watch the problem-solving micro-lessons recorded by teachers online, summarize what they have learned, post their feelings and questions on platforms or forums, and discuss and communicate with teachers and classmates online.

The innovation and application characteristics of verb (verb's abbreviation) intelligent classroom

1, based on "smart classroom", realize the change of classroom form.

(1) Cloud Smart Classroom has no traditional podium and blackboard. Group discussion arranges desks, teachers teach students and directly participate in group discussion.

(2) Teachers can write through any mobile terminal device (mobile phone, PAD) in their hands and project it on the big screen of the classroom. PPT commonly used by teachers is not only used for frame-by-frame display, but also for arbitrary handwriting, marking, deduction and so on.

2. Based on the analysis of learning data, realize accurate teaching design.

(1) Realize digital preview and preview feedback through micro-course push, and accurately grasp the analysis of learning situation from front-line students;

(2) Through the intelligent evaluation system, we can evaluate the digital homework or preview the preset questions, collect and judge the knowledge and technology that students have mastered, and automatically analyze and feedback the data, so as to provide timely, accurate and three-dimensional information for teachers to prepare lessons, so as to realize targeted preparation and choose appropriate teaching strategies.

3. Realize teaching tact based on dynamic evaluation.

(1) The classroom structure has changed, with learning and intelligent evaluation ahead. According to the pre-class evaluation and analysis, teachers organize more personalized classroom teaching through micro-class, group discussion and centralized teaching.

(2) Through the in-class practice and evaluation system, we can make real-time evaluation and statistics, quickly analyze and feedback students' classroom learning effect, adjust the progress and content of classroom teaching in time, reflect teachers' teaching wit and show teaching art. ..

4. Based on the production and push of "micro-lesson", realize normal application.

(1) Compared with the traditional teaching video production and application tools, the technology of "one teacher for life" is simpler, more convenient and more practical, which makes the realization of smart classroom no longer just a performance stage, because the technology is simple and convenient enough for teachers to quickly integrate into daily teaching;

(2) The frequently recorded micro-lessons, because they are small enough and convenient enough, make the production and application of micro-lessons normal.

5. Build a regional "smart education" based on the integration of educational big data.

On the basis of smart classrooms in various disciplines and schools, new information processing technology is adopted to collect, store and analyze the massive information collected and perceived in the teaching process, teaching support field and education management, which is conducive to forming regional education big data, reconstructing the existing education information system, realizing intelligent convergence and integration, and providing "wisdom" for the education and teaching process and management decision.