This study explored the application of smart classroom in primary school in China and how it work with collaborative knowledge building of students. The study first put forward the assessment-based learning mode which was integrated with assessment, pedagogy and technology. Taking the mathematics course as an example, learning activities were designed based on the assessment-based learning and knowledge building theory. Then, the study collected data from 87 students in two classes. Findings showed that students in two classes had significant difference in the application of knowledge, but had no significant difference in knowledge acquisition and processing. The study findings will enable teachers to design meaningful assessment-based activities for the students' collaborative knowledge building and the development of students' higher-order thinking skills in the smart class.
With the development of smart education, the computer-assisted teaching system plays an important role in classroom teaching, while there are still some deficiencies in the current teaching systems which hindering the communication between teachers and students sometimes. In the paper, we developed a teaching platform (StarC) with gesture recognition technology, which contains two functions namely lesson preparation and teaching. Furthermore, we proposed 16 kinds of gestures to instantiate the corresponding teaching functions. For a further study, the platform is applied in a teaching reform project in Suzhou city. This paper analyzed the pretest and post-test scores of experimental group and the control group. The results indicated that students' achievement is much more significant in experimental group than that in the control group. It concluded that the StarC platform can better promote teaching than the traditional multimedia used in classroom teaching.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.