In the context of continuous technological progress, the application of information technology in the field of education has gradually opened the door to innovation. The integration of information technology and curriculum is the use of information technology to present the curriculum in a new way in the teaching process. Therefore, compared with the traditional teaching mode, the integration of information technology and curriculum is more flexible and can show the boring classroom vividly and graphically in front of students, thus motivating students to learn actively and improving classroom efficiency. In recent years, with the continuous development of computer technology, the rise of information technology such as data analysis and the Internet of Things has caused a wave of “Internet+” education. With the promotion of education informatization, the smart classroom has been developed based on modern education technology. As a result, the classroom teaching mode based on modern information technology has become one of the hot spots for research. As a product of the integration of new technologies and teaching, the smart classroom creates a better learning environment for students with features such as intelligence, diversity, and personalization. At the same time, this teaching model gradually cultivates the information literacy of teachers and students while improving learning effectiveness. Also, with the rapid development of modern information technology, integrated teaching has become a popular and common teaching method. In this context, integrated teaching has a great impact on traditional teaching methods. This requires teachers to make corresponding changes in classroom teaching methods, approaches, and strategies in line with the trend of the times. However, although there are many changes, the corresponding teaching theory has not been updated. While modern information technologies such as artificial intelligence and big data have been widely used to track, collect, and analyze human behavior, it has been difficult for teachers to integrate these technologies into their teaching to help them teach effectively. In recent years, a growing number of experts and scholars have joined the discussion on instructional design that incorporates modern information technologies. There is a need to explore how to teach students in depth through big data and other tools, but there is no complete theoretical chain. Therefore, it is necessary to explore the reform and practice of modern Internet-based classroom teaching models. This study begins with an understanding of the current utilization of smart learning platforms in some schools and the teaching needs of IT subjects. After identifying the value of the IT smart classroom teaching model, the current research status of the smart classroom is outlined, and related concepts and theories are outlined and understood. After that, the characteristics of smart classrooms are summarized, and the traditional classroom, flipped classroom, and smart classroom are compared and analyzed.

A methylation reagent for compounds bearing NÀ H, OÀ H, and SÀ H functionalities was developed. Methyl trifluoroacetate (MTFA) was commonly considered as trifluoroacetylating reagent or trifluoromethylating reagent. In this work, we report the methylation behavior of MTFA under mild conditions with good functional group tolerance, allowing the transformation of a wide range of substrates, including N,H-heteroaromatic compounds, phenolic compounds, carboxylic acids, thiophenols, secondary amides and imides, in high yields. This method was preliminarily applied to the chemoselective methylation of bifunctionalized secondary amide.

A dispersion reactor model of both riser and downer reactors for the fluid catalytic cracking is proposed. The model combines the four-lump cracking kinetics, the hydrodynamic model for both the riser and downer, and the dispersion mixing model to predict the fluid catalytic cracking reaction performance. The results show that the axial gas backmixing has a large influence on the gasoline yields of the reactor. When the axial Peclet number changes from 0.1 to 1000, the yield of gasoline will increase approximately 11% under the same conversion. Considering the large reduction of axial gas backmixing in the downer compared with that in the riser, the gasoline yield can be increased 5.5% for the downer reactor, which is consistent with the experimental result. It is found that the overcracking rate will greatly influence the reaction performance in the riser. The plug-flow assumption for the riser reactor is oversimplified in the catalytic cracking process.

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