Page - 260 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

and secondary schools, and re-interpreted the meaning of behavior to provide valuable reference for researchers and teachers in research and practice processes. Research goals can be divided into the following points: 1) Collect and collate information about development of interactive analysis system at home and abroad. 2) Reconstruct smart classroom analysis code, including three dimensions: A) Behavior code design B) Media code design C) TPACK code design 3) Try to use the proposed coding system SCIAS to analyze a teaching video recorded in a smart classroom. 4) Verify the usefulness of the coding system SCIAS and its value to teachers and researchers. 2. Design for SCIAS A smart classroom environment has a unique structure and unique characteristics. Previous coding systems which were designed for traditional or early multimedia classrooms are no longer suitable for today's smart classroom environment. Therefore, this study mainly considers the characteristics of smart classrooms. Referring to the previous coding systems FIAS, ITIAS and ETIAS, a new coding system called SCIAS was prepared for the analysis of smart classroom environments. It draws from the three dimensions of teaching behavior, media and TPACK. 2.1 Teaching Behavior Dimension Teaching behavior is the sum of all kinds of explicit and implicit behavior modes centering on teaching objectives and tasks. Teachers manifest teaching behaviors in the three-step process of teaching design, teaching implementation and teaching evaluation. This process requires teaching concepts, teaching skills, practical experience and individual psychological characteristics [14]. The selecting of teaching behaviors and their effectiveness directly determine the success or failure of instructing effect, and are the main direct factors affecting the quality of teaching [15]. In the implementation of the new curriculum, teaching behavior research has become one of the effective ways of classroom teaching research, which has received widespread attention [16]. Table 1. Behavior Dimension in SCIAS Dimen sion Cod e Content Forms Interpretation Type B1 accept positive feelings Often having nothing to do with the teaching content it is usually the teacher's behavior when greeting the class, doing an icebreaker, and/or getting things started. For example, a teacher sings a song for the students before class, a gift from teacher to students, a teacher's humorous words, etc. Teach er contr ol B2 praise or encourage Teachers have a positive attitude towards students behavior. For example, the teacher could tell everyone to applaud, or say, something like, “Very good!”or“I like the way you did X!”or “Think about it and tell me later.” B3 accept or Generally speaking, after a student answers a question, teachers M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis260