Page - 265 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

Table 4. Coding table for lecture and evaluation of Geography Papers 3.1 Teaching Behavior Dimension In this lecture on geography papers, teachers’ and students' behaviors can be roughly divided into three types: acceptance-questioning mode, acceptance-explaining mode and students' independent use of resources. Among them, acceptance-questioning mode is one of the types of teacher control mode, which is based on questions. Here we only extract the acceptance-questioning-interaction mode in acceptance-questioning mode for specific analysis. From the Fig 1. , we can see that after teachers ask questions, it may be because the questions are too simple, most students basically grasp the content and there is no need to ask a student to answer, or the questions are difficult, teachers try to guide students with their own words, which leads to both teachers and students voicing at the same time (B4 to B9). We also can see that there are two situations after teachers and students make sound at the same time, that is, interaction/promotion or emphasizing behavior. One is that teachers continue to ask questions to form a cycle (B9 to B4), the other is that teachers give explanations (B9 to B5). The contents of the explanations here are divided into two kinds: in the case of simple problems, teachers go over to the next knowledge point and continue to explain new content; if the problem is difficult, the teacher will explain the teaching content related to the problem. Fig 1. Pattern of Acceptance-Question-Passive Answer M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis 265