The advancement of educational digital transformation has raised new demands for optimizing and adjusting classroom teaching structure. To overcome the bottleneck in teaching structure research characterized by the disconnection between macro-level conceptual models and micro-level teaching behaviors, as well as the low efficiency of manual analysis, this paper constructed a theoretical model of teaching structure that integrated spatiotemporal features. Based on this model, the classification criteria of teaching structure were designed, and further proposed an intelligent analysis method for multimodal integrated teaching structure. This method, with the DeepSeek R1 large model as the core technology, primarily consisted of four main components: data processing, discourse topic segmentation, multimodal feature alignment, and intelligent computation, and the intelligent analysis results proved to be reliable. The intelligent analysis results of the classroom teaching from a case application of this method indicated that the lesson represented a teacher-led classroom with a wellorganized teaching structure, featuring a clear thematic hierarchy, diverse methods, and positive emotions. Nevertheless, further optimization was needed in terms of the depth of reasoning and content integration within local learning activities, as well as in the application of digital intelligence technology. The visualized results of the intelligent analysis of teaching structure provided teachers with a “third perspective” for classroom inspection, supported systematic teaching reflection and teaching structure optimization. The research of this paper established a connection between the macro-level form and micro-level performance of teaching structure, promoted the transformation of its study from the theoretical level to the operational level. It helped teachers to deeply understand the classroom operation mechanisms and optimize instructional design, thereby offering strong methodological support for classroom teaching structure's reconfiguration and teachers' professional development.