Seite - 268 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

will in turn help teachers to reflect on their own teaching process and practice. This will better promote the development of teacher education, and help students to reflect on their own learning process and activities. Altogether, SCIAS will improve the learning situation. However, there are still some limitations in this research. The design and formulation of the code has not been subject to expert external review. In addition, although the case provided by this study proves that the code is effective, the coded sample is too small, contingent, and not universal. In the next study, two tasks will be completed: one is to use the Delphi method to test the code, and the other is to use the SCIAS code to analyze more specific instructional videos. References [1] Cui Y.K., Shen Y, Zhou Y.W., et al..Classroom Observation 20 Questions and Answers. Contemporary Education Sciences(24) (2007). [2] F landers, N.A. (1970).Analyzing Teaching Behaviour[M]. Reading, Massachusetts: Addison Wesley. [3] Zhang L.D., Wang Y., & Pan Y.X. Case Study on the Characteristics of Information Technology Expert Teachers' Classroom Teaching Based on Flanders Interactive Analysis System.E-education Research(7)(2011), 83-88. [4] Bellack, A.A.The language of the classroom[M].New York: Teachers College Press.(1966). [5] Mehan, H. Learning lessons: Social organization in the classroom[M].London: Cambridge.(1979). [6] Keizou NDevelopment of a Method for Measuring and Analyzing State Sojourn Times Resulting from Teacher Utterances during the Teaching/Learning Process.Japan Journal of Educational Technology,8(1:1-9)(1983). [7] Cazden, C. Classroom discourse.(1986) [8] Tadao M.Development of Structural Gategories and Media Complexity Scales in Audiovisual Materials[J]. Japan Journal of Educational Technology ,21(2)(1997). [9] Gu X.Q., Wang W.New Exploration of Classroom Analysis Technology for Teachers' Professional Development [J]. China Educational Technology, (7) (2004):19-21 [10] Laurillard, D.Rethinking University Teaching. A conversational framework for the effective use of learning technologies[M]. London: Routledge. (2002) [11] Yang, Z. An exploratory study on classroom teaching structure and TPACK structure of science teachers in middle school: a case study of high-quality classroom practice. Northeast Normal University.(2016). [12] Liu X. & Huang R.H.From Knowledge to Wisdom: Wisdom Education from the Perspective of Real Learning[J].China Educational Technology, (03).(2016).:14-20. [13] Hanushek E.A. The Economics of Schooling: Production and Efficiency in Public Schools.[J]. Journal of Economic Literature, 24(3) (1986):1141-1177. [14] Duan Z. On the Connotation and Characteristics of Teaching Behavior[J].Educational Science Research,(02)(2015):27-31. [15] Duan Z. .Curriculum Reform and the Change of Teaching Mode[J].Educational Research,2004,(6) [16] Yan L.Classroom teaching behavior: connotation and research framework[J].Global Education Outlook,36(S1)(2007):39-44. [17] Zhang H, Wang Y. &He K..Research on Deep Integration Teaching Structure of Information Technology Based on Classroom Video Analysis[J].China Educational Technology,(11)(2010):7-11. M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis268