A Study on the Interactive Reconstruction and Teaching Effectiveness of History Classrooms in the Era of Smart Media
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Abstract
The rapid development of smart media technology provides new opportunities for transforming history classroom teaching, especially in reconstructing complex spatiotemporal narratives and historical material analysis. This study constructs a technical framework for interactive learning reconstruction in history classrooms supported by smart media. Using a mixed-method research design, the study systematically explores the optimization path and teaching effectiveness of interactive classroom models in smart media environments. Twelve history classes from three middle schools in one province are selected as samples. Classroom observation, questionnaire surveys, learning analytics, and academic assessments are combined to analyze the influence mechanism of smart media technology on interaction depth, student participation, and historical thinking ability. Results show that smart media technology significantly improves both the frequency and quality of classroom interaction. Students show notable improvement in spatiotemporal narrative understanding, historical material analysis, historical interpretation, and historical argumentation. Teaching satisfaction and knowledge retention rates also increase. The study provides empirical evidence and practical reference for history teaching reform in the digital age.
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