Page - 267 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

Fig 3. Structure of TPK 3.4 Improvement for teachers Combined with the characteristics of the smart classroom, the SCIAS coding system has a complete coding system for behavior, media and TPACK. Through the analysis of the coding results, it can be seen that the teacher's behavior, media, and TPACK have further room for development and improvement. In the aspect of teachers' behavior, when teachers get feedback from students and receive the signal that most students have mastered this knowledge point, then teachers give instructions to students and arrange for students to use teaching resources independently for autonomous learning. In the process of self-regulated learning, teachers should give further and continuous instructions, such as arranging new tasks for students who take the lead in self-regulated learning, so as to optimize the rhythm of the classroom. In media applications, through coding research, media debugging is inseparable from classroom confusion. In this way, teachers can propose suggestions and strategies for improvement, such as: teachers have certain control over the classroom, or make adequate preparations or test equipment before class. Therefore, when the media equipment cannot be used in class, teachers can assign the task of using resources independently for students (B14) (such as asking students to do calculation questions, etc.), or give students guidance or instructions (B6) (such as letting students carry out Interpretation, guidance during the experiment, etc.), while debugging the media, making full use of the classroom time to avoid classroom confusion. TPACK emphasizes the integration of technology application, pedagogical knowledge, and subject content knowledge. The model found in the study reflects the teacher's flexible use of technology to service the teaching of subject matter content, which shows that the teacher can not only select the appropriate technology according to the content, but also use technology to expand the source and type of richer learning content. Therefore, through the SCIAS code, we further evaluate the integration of teacher technology application with classroom and discipline. It can be said that SCIAS coding is a very helpful coding system for teachers' development. Teachers can evaluate their own behavioral pattern and knowledge structure by using SCIAS, thus further promoting their professional development and constantly improving the teaching process. 4. Conclusion The smart classroom has a solid place in the future of education, and the relevant analysis of smart classrooms must also become a focus of researchers. This research puts forward an interactive analysis system for smart classrooms, allowing the analysis of interactive teaching behavior in smart classrooms by focusing on three dimensions: behavior, media and TPACK. The SCIAS coding system can be applied to smart classrooms, and will result in an objective description of classroom teaching, which M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis 267