Research on Smart Classroom Teaching Based on Learning Science

Abstract

The promulgation of the Chinese Compulsory Education Curriculum Standards (2022 Edition) has defined the new teaching pattern of core literacy orientation. The core of the smart classroom is to enable learning to take place in the classroom and nourish literacy. In the context of learning science, the design of intelligent classroom teaching problems is of great significance. Question-oriented teaching is the concrete manifestation of the smart classroom, and its significance lies in the following aspects. Firstly, it provides contextuality. Context problems, known as driving problems, will drive students’ desire to explore. Secondly, it provides a sense of meaning. Problems will make students connect with the real world, thus starting their own learning system. Thirdly, it provides integrity. Lecture-based teaching based on knowledge points often leads to the phenomenon of “seeing only the part but not the whole”. The concept-based problem will form a systematic integration of scattered knowledge. The design of smart classroom teaching problems needs to be based on learning science, in-depth analysis of learners’ characteristics and habits, comprehensive use of learning science research results, technical means and new technologies, and design reasonable teaching programs to meet learners’ needs to the maximum extent, so as to make smart classroom teaching more scientific and effective.