Abstract
This study is based on the characteristics of junior high school mathematics teaching. Combining the Flanders Interaction Analysis System with other improved tools, the research has redesigned the observation indicators and observation forms, covering three aspects: teachers, students, and teaching interactions. Adopting the dual coding proposed by Wu Xiaopeng, the focus is on teaching behaviors such as classroom questioning, answering, feedback, and board work, facilitating in-depth analysis. With the support of Nvivo11 software, a comprehensive teaching behavior coding system has been established, providing effective methods and support for the construction of intelligent mathematics classrooms in junior high schools.
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