Seite - 264 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

Table3. TPACK Dimension in SCIAS 3. Application of SCIAS In order to verify the validity of SCIAS, this chapter uses SCIAS coding to analyze a junior high school third grade geography examination paper evaluation course. According to the coding record, the lag sequence analysis method is used to analyze the data by GSEQ software. The experimental design is as follows: 1) Video is recorded in the school being studied 2) Two independent analysts use SCIAS tagged video to get data records (refer to table 4) 3) The curriculum model is analyzed based on data records 4) Researchers propose corresponding strategies for upgrading and improving teachers' behavior model, so as to further optimize teachers' reflection and teaching. The detailed analysis process is as follows: Dime nsion Co de Content Forms Interpretation Type TPA CK C K Content knowledge The content knowledge of the subject taught by teachers includes concepts, theories, methods, facts, etc. In classroom teaching, the content knowledge of the subject rarely exists alone and is generally integrated with pedagogical knowledge and integrated technology knowledge. Core comp onent P K Pedagogical knowledge The teacher's knowledge of teaching and learning processes, methods and practices has nothing to do with the specific subject content. For example, when the teacher says: please sit down, do a good job, start the discussion, finish the discussion, etc. T K Technological knowledge Traditional technology and digital technology used in teaching do not involve teaching knowledge and knowledge of subject content, such as teachers' media debugging. P C K Pedagogical content knowledge The teaching transformation of specific subject knowledge, such as the process of teachers' explanation and questioning, emphasizes no application of technology. Comp ound eleme nt T C K Technological content knowledge The two-way interaction between technology and subject content does not involve pedagogical knowledge. For example, teachers connect physical instrument circuits, which is about the integration of subject content knowledge and technology, but is not teaching knowledge. TP K Technological pedagogical knowledge It refers to how teaching changes due to the use of technology. For example, the teacher switches from PPT projection to physical projection. The process is that the teacher changes the use of teaching method through the application of technology. TP A C K Technological pedagogical content knowledge Emerging from the interaction of three elements, all using traditional and digital techniques in the classroom. M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis264