Analysis Framework of Teachers’ Teaching Competency Based on Classroom Intelligent Analysis Large Model and its Application Research

At present, the digital intelligentization of external society is continuously influencing the human subjects including teachers in the “three-dimensional space” through the way of knowledge combination. The complexity and diversification of knowledge acquisition channels make the cultivation of teachers’ teaching competency gradually point to the gerneral trend of “individuation”. One of the main directions of the classroom intelligent analysis large model training and the teachers’ competencies analysis and teachers’ professional development supported by artificial intelligence is to conduct vertical big model learning based on the case incremental data of the classroom intelligent analysis scenarios. Under this context, the paper firstly constructed the teachers’ teaching competency structure model based on the process perspective of ability formation and Spearman's two-factor theory. Subsequently, the intelligent analysis discrimination of classroom teaching behaviors and teaching competency was conducted, which constructed an analysis framework and training mechanism of teachers’ teaching competency based on the classroom intelligent analysis large model. Finally, taking a fifth-grade Chinese language teacher in an elementary school as an example, the mapping relationship between the teacher’s classroom teaching behaviors and teaching competency, as well as the framework of teacher’s teaching competency were preliminarily constructed. Through this research, the paper was aimed to provide strong support for the personalized training and intelligent assessment of teachers’ teaching competency.