The Construction of Interactive Teaching Quality Monitoring System From the Perspective of Psychology

Abstract

The article first proposes a reflection on the status quo of classroom teaching in public universities, selects a large number of educational scenes, and analyzes these selected educational concepts in detail from a theoretical perspective. Through the establishment of a teaching quality monitoring system based on careful observation and analysis, several major problems in public university classrooms have been discovered: poor classroom interaction mode, single classroom interaction mode, low classroom interaction efficiency, and inefficient classroom interaction feedback. Specific manifestations include the alienation of teacher–student relationship, insufficient student coverage, lack of interaction channels, lack of interaction context, only formalized teacher–student interaction, low impact, and simplification of teacher–student interaction. Summarizing the causes of classroom interaction problems, the article summarizes three factors: teachers, students, and the macro environment. In the experiment, 85% of the students thought that the teacher–student relationship was relatively ordinary. Among the 11 students who participated in the experiment, 60% of the students were very active in interactive classroom discussions. Therefore, based on the analysis of problems and factors, the article puts forward an optimization strategy to create a classroom interaction atmosphere, improve classroom interaction mode, improve classroom interaction efficiency, and strengthen classroom interaction feedback. In particular, it promotes the integration of teacher–student relationship, emphasizes the role of students, improves the level of classroom interaction, creates conditions for classroom interaction, improves teacher–student interaction control ability, enhances student interactive speech ability, strengthens error correction and feedback, and increases multiple feedback methods.

Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

“…Our results are congruent with the strategies for measuring didactic interactions that complement different approaches to evaluate the quality of instruction [11,[13][14][15] and teacher performance in natural classroom interaction scenarios [12]. In this sense, although it is true that the use of self-reports has been widespread when evaluating teacher performance, teacher behaviors have been traditionally assessed in isolation or independently from the assessment of student didactic performance, despite the fact that they relate to the same interactive situations in which the teacher is said to deploy the assessed teaching behaviors.…”

“…Before the virtualization of classes across the world in the university context due to the SARS-CoV-19 pandemic, there was already great interest in the study of teacher and student performance during didactic interactions [11][12][13][14]. Research on the subject has shown that various aspects of the didactic interaction in face-to-face classes have affected the quality of instruction, the quality of learning and the academic achievement of students and has shown a low efficiency in terms of classroom interaction and an inefficiency in terms of the feedback of classroom interaction [9,[11][12][13][14]. On the other hand, it has been reported that classes in smart classrooms have a better effect on teacher-student interaction in contrast with classes in traditional multimedia classrooms [15].…”

Adversity and Turnaround in Medical Education:Development and vision of a framework for a multimodal teaching and learning interaction model

“…With the development of information teaching and the establishment of network teaching platforms, education is likely to move gradually from single-mode to multi-modal, and implementing multi-modal teaching will become an inevitable trend in educational development [72,73]. In information teaching, multi-modal education, in an interactive way, applies to teaching subjects and objects, such as the interaction between students and problem situations and interactions with teachers and the network environment [74,75].…”

Digital Technology: Research on the Construction and Application of Blended Teaching Curriculum of Practical Physical Education Classroom Teaching Skills in the Big Data Background

“…At the same time, interactive teaching also needs the support of multimedia technology and teaching tools to enhance the interest of classroom teaching and enhance students' sense of participation and experience. From the perspective of teaching practice, especially emphasizing the main role of students, improving the level of classroom interaction to promote the integration of teacher-student relationship, creating conditions for classroom interaction, and then improving the control ability of teacher-student interaction to enhance students' interactive language ability [17]. In addition, interactive teaching also requires teachers to have good teaching design and practical abilities, to develop scientific and effective teaching plans according to students' needs and learning characteristics, and to motivate students to actively participate in classroom activities.…”