interactive teaching mode of college english based on

Research ArticleInteractive Teaching Mode of College English Based onInternet of Things

Ting Pu 1 Xing Liu2 and Wenjing Hao1

1Department of Foreign Languages Sichuan University of Communications Chengdu 610000 Sichuan China2School of Foreign Languages Sichuan Normal University Chengdu 610000 Sichuan China

Correspondence should be addressed to Ting Pu puting-eteacherscmceducn

Received 19 July 2021 Revised 27 August 2021 Accepted 7 September 2021 Published 20 September 2021

Academic Editor Sang-Bing Tsai

Copyright copy 2021 Ting Pu et al(is is an open access article distributed under the Creative Commons Attribution License whichpermits unrestricted use distribution and reproduction in any medium provided the original work is properly cited

In terms of English teaching in China English teaching mode there are some drawbacks (e interaction between teachers andstudents is very insufficient which cannot fully mobilize the enthusiasm of students (e purpose of this study is to explore a newway for English teaching mode hoping to explore better English teaching methods and improve studentsrsquo English performance(is paper focuses on the characteristics of College English (CE) interactive teaching mode based on the Internet of (ingstechnology discusses the practical application of the Internet of (ings technology in College English interactive teaching andmakes a simple research on the interactive teaching mode of College English based on the Internet of(ings (IoT) Students fromtwo natural classes in our city were selected as the research objects and divided into an experimental group and control group(eoverall English levels of the two classes were similar and the study lasted for a semester Research tools include questionnaireswriting tests and interviews Statistical software was used to analyze the data in detail Before and after the experiment the testresults of the experimental class and the control class were tested by independent sample t-test and paired sample t-test (eexperimental results show that the College English interactive teaching mode based on the Internet of (ings is welcomed bystudents and the experimental effect is significant (e overall average score of the experimental group increased by 136 pointswhile that of the control group increased by 42 points (e gap between the two groups was very obvious As far as the scores ofeach part of the English test paper are concerned the scores of each part of the experimental group are also higher than those of thecontrol group

1 Introduction

11 Background and Significance Teachers must cultivatethe ability of pupils to apply at the same time they mustachieve the overall development of hearing speech readingand writing Interactive teaching language function refers tothe process of communication between teachers and stu-dents and between students and students In this processstudents gain knowledge and exercise their abilities (eteaching model is transformed from an open passivelearning into an active learning process which will helpthem form a new learning structure model Interactiveteaching mode is a unified process of mutual influence andrestriction (rough the information exchange and inter-action mutual understanding and teaching reciprocity areformed (erefore interactive teaching has attracted

increasing attention Interactive technology refers to atechnology that transforms a traditional space into a novelinteractive space through an advanced video motion capturesystem and a mature three-dimensional game engine In-teractive technology breaks the traditional static space modeland integrates the audience into a part of the space

12 Related Work (e Internet of (ings is considered thefuture Internet which includes billions of intelligent com-munication ldquothingsrdquo Li S systematically reviews the defini-tion architecture basic technology and applications of theInternet of(ings Al-Fuqaha A first provides a brief overviewof the Internet of (ings and then describes some technicaldetails related to the technology protocol and applications ofthe Internet of (ings Sicari S et al mainly put forward

HindawiMobile Information SystemsVolume 2021 Article ID 3631054 8 pageshttpsdoiorg10115520213631054

challenges and solutions for the security problems in the IoTand put forward practical suggestions [1]

(e difficulty of graduatesrsquo employment has always beena prominent problem in China (e international financialcrisis has made the current employment situation moresevere Zhang Y analyzed in detail the current status ofentrepreneurship in our countryrsquos universities combinedwith the entrepreneurial education model and innovativelyproposed a plan [2] Functional dependence and the asso-ciation rule are two important concepts in the databasesystem and are also difficult points in teaching the intro-duction to the database system Functional dependence isthe theoretical basis for the normalisation of a relative shapewhich reflects a relationship of limitation between charac-teristics in relation Extracting connection rules is an im-portant research content in data analysis Yao makes full useof the relationship between functional dependence sets ofelements and proposes an algorithm to extract associationrules based on functional armafd which enriches theteaching concept of functional dependence In addition theapplication of data dependence to the extraction of corre-lation rules is introduced (ey will further study the in-terconnection rules and data dependence [3]

13 Innovation

(1) Since teachers can upload their online software andexercises collected on the IoT to the IoT a largecollection of courses in terms of things students canchoose their own English learning resourcesaccording to their own circumstances and progress

(2) (e selection of teaching materials is often guidedby teachers due to the differences in learningability and learning process of each student in aclass (e teaching materials will gradually bedominated by students and many extracurricularlearning opportunities will remedy the lack of classtime and they will get more time to interact withteachers

2 CE Interactive Teaching Mode Based onthe IoT

21 Limitations of Interactive Teaching Mode First it seeksonly formal interaction (is kind of interactive teaching isusually called ldquoprogrammed interaction between teacher andstudentsrdquo Although teachers are well designed thisknowledge transfer can largely predict studentsrsquo reactions(e interaction depth is not enough and most of them areshallow interactions [4] Because interactive technologyrequires a way of displaying images interactive technology isnow mainly divided into two parts projection interactivetechnology and video interactive technology(erefore howto deepen the level of interaction and fully mobilize pupilsrsquoabilities is a problem that must be solved in multidimen-sional interactive teaching (e ground interactive tech-nology is an interactive technology that displays the displayeffect picture on the ground and the ground interactive

technology is generally realized through the projection in-teractive technology

Secondly although teachers have achieved interaction inthe teaching process and fully mobilized the subjectiveinitiative of students only a few studentsrsquo interest has beenaroused and most students are in a depressed passive andstagnant learning state (ere are differences in the amountof knowledge personality characteristics psychologicalcharacteristics family status intelligence and so on It isprecisely because of the differences of these interactive re-sources that teachers can not enjoy the monopoly of theseresources in the classroom which will eventually lead topolarization of learning results [5]

(ird some teachers do not really understand the natureof interactive teaching mistakenly equate interactiveteaching with rigid teaching activities in the classroom orunderstand the interaction as ldquointegrationrdquo with studentsand think that studentsrsquo discussion activities and classroomgame activities are interactive teaching [6] So the basicknowledge and skills of primary school students do not meetthe standard On the contrary it is easy to cause manystudents to develop a bad habit of disrespect for classroomdiscipline and freedom

Fourthly the interaction is mainly focused on teachersTeachers are still the initiators and controllers of classroominteractive teaching playing the role of ldquojudgerdquo and ldquoref-ereerdquo (e illusion to students is that they must interact withteachers as much as possible in class and the interactionwith students is not important [7] In addition because thenumber of students is much higher than that of teachers theinteraction ratio between one teacher and multiple studentsis totally different(is will inevitably lead to a single form ofinteractive teaching to a large extent to prevent studentsrsquoinitiative and creativity

Fifthly in the teaching content there are many cognitiveinteractions (e topics discussed are all learning contentsbut there is little interaction in emotion and values (issituation is not interactive teaching (is is an importantfactor and this is also a common problem in college Englishclasses

Sixth the content value of cooperative learning is nothigh and the lack of necessary preparation before groupcooperation and the provision of discussion time are un-reasonable which will cause students to lose interest ingroup topics and the cooperation between students is notactive enough Such group interaction cannot achieve a goodteaching mode and will eventually waste classroom teachingtime [8] (e application of interactive technology in homesschools and playgrounds is mainly divided into two cate-gories one is childrenrsquos game products and the other ischildrenrsquos playgrounds

22 Types of Interactive Teaching Each teaching process hasits own unique behavior orientation (e behavior orien-tation of interactive teaching can be divided into three typesone is the interaction between teachers and students theother is the interaction between students and students thethird is the self interaction of students

2 Mobile Information Systems

221 Teacher-Student Interaction On the issue of teacher-student relationship people have been more concernedabout the attitude and the teacherrsquos role in this regardhoping to create a harmonious relationship However thisdoes not mean that students as a person with independentpersonality and self-construction abilities play their ownrole In the interactive classroom the teacher is not aninitiator but a promoter and the situation of teacher andstudent is equal [9] (rough this interactive form studentsrsquowisdom and thoughts can be shared and inspired andstudentsrsquo knowledge structure can be established to improvestudentsrsquo writing ability and teachersrsquo teaching ability

222 Interaction among Students According to the theoryof interactive teaching only interpersonal interaction canproduce a beneficial learning result (is shows the im-portant role of interaction in learning [10] However thetraditional teaching method has only teacher-student in-teraction which is considered negative or irrelevant Es-pecially in written teaching in China this situation is morecommon In general the teacher decides examines thesubject selects the material and designs the layout of thearticle and then the student continues writing the studentrsquoscomposition is always completed in her own circle ofthought (e teacher then corrected the pupilsrsquocomposi-tions and the pupils improved their learning in response tocriticism

223 Studentsrsquo Interaction Self-interaction refers to theinternal communication In this process students are theonly object of communication Emotional communicationand language expression are complex psychological activi-ties In this sense self-interaction mode is the ultimategoal [11]

23 TeachingMode Based on the IoT (e Internet of (ingsis an extension and expansion network based on the In-ternet A large network is formed to realize the intercon-nection of people machines and things anytime andanywhere (e Internet of (ings (referred to as IOT) refersto real-time collection of information sensors radio fre-quency identification technology global positioning systeminfrared sensors laser scanners and other devices andtechnologies that need to be monitored connected andinteracted Objects or processes collecting various requiredinformation such as sound light heat electricity me-chanics chemistry biology and location

(rough various possible network accesses realize theubiquitous connection between things and people and re-alize the intelligent perception recognition and manage-ment of things and processes (e Internet of (ings is aninformation carrier based on the Internet and traditionaltelecommunications networks (e application field of theInternet of(ings involves all aspects (e application in thefield of infrastructure such as industry agriculture envi-ronment transportation logistics and security has effec-tively promoted the intelligent development of these areas

making the limited resources more reasonably used andallocated thereby improving the efficiency and benefit of theindustry

231 -e Combination of English Teaching and the IoT(e combination of the IoT and English content can im-prove studentsrsquo English proficiency at the fastest speed(rough all kinds of possible network access realize theubiquitous connection between things and things and thingsand people and realize the intelligent perception recogni-tion and management of things and processes (e Internetof(ings is an information carrier based on the Internet andtraditional telecommunications networks We introduce theIoT in the original English learning process such as listeningto lessons taking notes and writing to guide students toactively use tools for extracurricular entertainment andcommunication [12 13] Radio frequency identificationtechnology is a simple wireless system consisting of an in-terrogator (or reader) and many transponders (or tags) Ittransmits radio frequency information to the reader throughan antenna and the reader is a device that reads the in-formation Because sensors give ordinary objects a new lifethey have their own data transmission channels storagefunctions operating systems and specialized applicationsthus forming a large sensor network(is allows the Internetof (ings to monitor and protect people through objects(e use of IoT can provide a very strong internal incentivefor students (e Internet business of things is just begin-ning One of the core concepts of cloud computing is tocontinuously improve the processing capacity of the ldquocloudrdquoand continuously reduce the processing burden of the userterminal and finally simplify it into a simple input andoutput device and enjoy the powerful computing processingcapabilities of the ldquocloudrdquo on demand In these circum-stances if you want to find good work in the future youmust rely on English the Internet and the Internet for thethings that have developed in recent years [14] (e IoTplaces English in an international environment Students canalso learn according to their own comfortable rhythm (eInternet of (ings is an extended and expanded networkbased on the Internet It is a large network formed bycombining various information sensing devices on thenetwork realizing the interconnection of people machinesand things anytime and anywhere

232 Six Functions of the IoT in English Teaching

(1) Information retrieval and acceptance they includesome language activities such as a large virtual li-brary and these include activities just like lookingfor and obtaining information in the libraryAccording to the principle of information retrievaltechnology the information to be stored includesnot only the original document data but also pic-tures videos and audio First the original infor-mation must be converted into computer languageand stored in the database otherwise it cannot bemachined

Mobile Information Systems 3

(2) Disclosure and provision of information publishingblogs written by students in English on the Internetcan play a role in communication and mutuallearning

(3) Internet communication this mainly refers to theexchange activities through e-mail or chat room onthe Internet of (ings (QQ e-mail chat with foreignfriends)

(4) Cooperation and learning this mainly involves co-operation between two distant pupils or classes ieto participate in some English activities together Wecan communicate with foreign teaching classes in theclassroom and create websites to guide students onboth sides to study the history geography climateand environment of each otherrsquos cities (rough thisway of communication students can gain moreextracurricular knowledge

(5) WeChat group learning in the initial stage create aclass WeChat group In addition to delivering im-portant information in Chinese and English themessages in the WeChat group should be deliveredin English [15] (e biggest advantage of creating aclass-based WeChat group is that it can let studentslearn English in entertainment and form a pleasantEnglish learning atmosphere

(6) Internet of (ings can provide a good environmentfor learning English At this stage many studentsare Internet fans Due to the characteristics of themodern college students the student may be anappropriate network boot and the network willcombine learning English so students becomeaddicted to the Internet enthusiasts learningEnglish

24 Smart Sensors Network communication technology hasalso seen a rapid development Digital sensors are with lowintelligence (erefore intelligent structured and net-worked sensors have become the development direction ofnew sensors and intelligent sensors are thus born Unlikethe analog sensor and the digital sensor the smart sensor hasthe function of processing information For example inindustrial production the use of analog sensors and digitalsensors cannot quickly measure and control certain productquality indicators (such as composition surface finishcolour taste and viscosity) [16 17] However if it is anintelligent sensor it can quickly measure some quantities(such as temperature pressure and processes that arefunctionally related to product quality indicators duringproduction and processing) (e microprocessor can cal-culate store and process the data measured by the sensor[18] It can also adjust the sensor through the feedback loopIt is the core of the intelligent sensor Sensor technology is animportant part of realizing testing and automatic controlIn the test system it is used as an instrument positioningand its main feature is that it can accurately transmit anddetect a certain form of information and convert it intoanother form of information

(e smart sensor consists of about seven parts as shownin Figure 1 (e sensing unit detects the information fromthe outside and through signal regulation it can process thesignal and prepare for the analog-to-digital conversion of thedata [19] Application algorithm refers to the material andsoftware of the application layer to convert the collecteddata into user-defined units data classification signalanalysis and processing alarm monitoring recording timestamps in memory running a control loop or making theresult closer to the measurement point the algorithmprovides ldquointelligencerdquo for the intelligent sensors Datastorage is used to store sensor identification and structureinformation time mark data scale data and user displaysettings Almost all or part of the sensor files are stored in thecorresponding sensor storage units such as historical usersand manufacturers user manuals and installation process(e local user interface is a standard component throughwhich the userrsquos language and terminology can be correctedand displayed in front of the end user (e remote userinterface is connected to the end user and can be used forcalibration diagnosis data acquisition and dailymonitoring

3 Experimental Research on InteractiveTeaching Mode of CE Based on the IoT

31 Research Object(1) Questionnaire method through the questionnaire

survey of college professors at five different levels ofschools in our province we can understand andanalyze the limitations of current English teachingin college the attitude of college professors theunderstanding and the use of the computer net-work and submit proposals for designing the in-teractive method of teaching the Internet of (ingsin the next step

(2) Experimental analysis this study selected two naturalclasses in our city as the research object(ese studentshave been with the same English teacher since theirfreshman year (e students in the two classes have astable English foundation (erefore the two classesare selected as the objects of the comparative experi-ment and the experiment will be carried out bysophomore (e two classes are sophomore (5) andsophomore (6) Sophomore (5) is selected as the ex-perimental class and sophomore (6) is the controlclass Before the experiment it is necessary to imple-ment a pretest for the students in the two classes (eaverage scores of the two classes are almost the same

32 Experimental Steps (e experiment uses literature re-view methods and comparative analysis to carry out theexperiment Experiments and questionnaires are the researchtools used before the experiment (e two classes were testedin early September 2018 and the test papers were the Englishtest questions of the final freshman examination of ouruniversity from 2017 to 2018 (e paper consists of five parts(e main problem is the type of hearing multiple choices


cloze reading comprehension and written expression (etotal score is 100 Finally this paper makes detailed statisticsof the scores of the two classes in each part of the test aimingto make a comparative analysis of the studentsrsquo listeningwriting and reading achievements of the two classes

33 Welch t-Test All experimental data in this section areanalyzed by statistical software Studentrsquos t-test is used whenthe variance of two populations is unknown but equalWhenthe sample size and variance of two populations are notequal Welch t-test can be used

t XA minus XB

S2ANA1113872 1113873 + S

2BNB1113872 1113873

(1)

where XA and XB are the sample mean values in sets A andB In Welch t-test the original hypothesis and alternativehypothesis were

H0 μA μB

H1 μA ne μB(2)

(e critical value C needs to be calculated according tothe significance level α and the degree of freedom V todetermine the rejection region When |t|geC it is rejectedotherwise H0 is accepted

t S2ANA1113872 1113873 + S

2BNB1113872 1113873

S2ANA1113872 1113873

2 NA minus 1( 11138571113874 1113875 + S

2BNB1113872 1113873

2 NB minus 1( 11138571113874 1113875

(3)

4 Experimental Analysis of CE InteractiveTeaching Mode Based on the IoT

41 TeachingModeBased on the IoT University teachers canbuild a website of auxiliary teaching through networktechnology and their own teaching ideas divided intoseveral different topics such as courseware download and

online testing In the courseware download center studentscan download their own teaching courseware anytime andanywhere according to their learning progress to realizepersonalized learning to the maximum extent In the onlinetest column teachers upload various types of test questionswhich are classified according to the degree of difficultyStudents can choose different types of test questionsaccording to their English level Table 1 shows the role ofinteractive teaching mode based on the IoT

As shown in Table 1 the students are very satisfied withthe interactive teaching mode 80 of the students think thatthe teaching mode is very effective

First of all the teacher establishes a WeChat group withthe class as the unit and elects a manager to maintain thedaily affairs in the WeChat group Secondly teachers shouldformulate a set of group rules according to studentsrsquo re-quirements or actual situation For example in the WeChatgroup English must be used for communication In addi-tion the biggest advantage of theWeChat group is that it cancreate a positive and relaxed learning atmosphere for stu-dents (en they can learn English with an entertainmentattitude Figure 2 shows studentsrsquo knowledge in class afterthe experiment

As shown in Figure 2 the situation of studentsrsquo class-room knowledge has changed After receiving the teaching57 of the students think they have mastered most of theEnglish classroom knowledge and 33 of the students thinkthat they have mastered all English knowledge and a smallpart of the students think they have mastered a small part ofthe knowledge

42 Test Average Scores of the Two Classes before and after theExperiment (e experimental results of the two classes arenot accurate enough to avoid the experimental results Andthe number of students in these two groups is the same andthe consistency of the experimental samples should be keptas much as possible Table 2 is a comparison of basic in-formation of students

Induction unit Signalconditioning

Analog to digitalconversion

Applicationalgorithm

Remote userinterface

Local userinterface

Data storage

Figure 1 Basic structure unit of intelligent sensor


Table 1 (e function of interactive teaching mode

Number of students Proportion ()Effective 112 80Not obvious 11 78Have no feelings 8 57Invalid 9 65

33

57

10

AllMostSmaller part

Figure 2 Studentsrsquo mastery of knowledge in class

Table 2 Two classes of studentrsquos basic situation questionnaire

Project Category Number of people Percentage

Gender Man 96 58Woman 68 42

Class category Experimental class 82 50Control class 82 50

Experimental class Control classGroup

0102030405060708090

100

Scor

e

Before the experimentAfter the experiment

Figure 3 Changes in student average scores


(e average scores of the two classes before and after theexperiment are shown in Figure 3

Analysis of the data in the chart shows that after theexperiment the average English scores of the two classeshave increased to varying degrees Compared with thepretest the average score of the posttest has increased by136 points and compared with the pretest the average scoreof the control class increased by 42 points

43 Comparative Analysis of the Scores of Each Part of theExperimental Group before and after the ExperimentUnder the background of the new curriculum reform thedemand for updating College English teaching mode isincreasing to strengthen the construction of interactiveteaching mode Teachersrsquo recognition of interactiveteaching has been improved In addition the teachersinterviewed all mentioned that todayrsquos students generallyhave a smart phone and they also have computers athome Even if they do not the schoolrsquos computer roomcan start the borrowing scheme to meet the studentsrsquolearning needs after class (e hardware facilities forexperimental teaching are not a problem (e English testpaper is divided into five parts listening (H) single choice(s) cloze (c) reading comprehension (R) and writtenexpression (W) (e scores of each part of the experi-mental group before and after the experiment are com-pared as shown in Figure 4

(e scores of all parts of the experimental class stu-dents have increased the most obvious is that the scores ofcloze and reading comprehension have increased themost In the test before the experiment the average lis-tening score of the experimental class is 103 and after theexperiment the average score of listening has increased to129 By using the interactive teaching method and theoverall method of hearing and writing pupil hearing hasimproved significantly and the teaching result has im-proved significantly Prior to the experiment the averagescore of pupilsrsquo written expressions in the experimentalclass was 156 and the average score of pupilsrsquo writtenexpressions after the experiment was 171 (e score in theunit of one selection was also increased from 126 beforethe test to 144

44 Ability Analysis and Comparison of Teaching Mode(e content of the interviewmainly focuses on studentsrsquo self-evaluation cognition cooperation and problem-solvingability Figure 5 shows the ability analysis and comparison ofCE interactive teaching mode based on the IoT

From the figure we can know that the experimentalgroups are better than the control group in self-study co-operation and problem-solving ability under the newteaching mode environment College English interactiveteaching provides a new learning method (erefore allstudents can participate in learning and stimulate studentsrsquolearning motivation and belonging in learning and promotethe friendship among students (erefore the interactivemethod is bound to be welcomed by students

5 Conclusions

Although this study has its inevitable limitations under theguidance of the interactive teaching methods it can improvestudentsrsquo writing level (is study can be used as a sup-plement to interactive case analysis to help develop inter-active cases (is study can also serve as an example forCollege English teachers Most importantly it can alsoprovide materials for students and teachers to further studyEnglish teaching It can be seen that the interactive teachingmethod is effective for the improvement of performance

Both teachers and students must understand autonomouslearning correctly As a teacher its leading role cannot beignored otherwise students will lose control of learningbecause modern educational technology is not only a teaching

0

10

20

30

40

50

60

H S C R W

Scor

e

Module

After the experimentBefore the experiment

Figure 4 Before and after the experiment the scores of each part ofthe experimental group

Self study

Cooperation

Problem solving

Abi

lity

Control groupExperience group

20 40 60 80 100 1200Number of people

Figure 5 Capability analysis and comparison of CE interactiveteaching mode based on the IoT


tool but also an entertainment tool If used improperly it maybackfire Students should not regard ldquoindependent learningrdquoas ldquofree learningrdquo nor should they believe that they are notrestricted by teachers and can do whatever they want On thecontrary students should realize that ldquosuccessful learnersusually have strong self-management abilitiesrdquo (ey not onlyhave the skills and strategies to participate in various learningactivities and solve various learning difficulties but also canchoose their own learning methods according to the specificlearning tasks (is is the real self-learning Only in this waycan the Internet of (ings assisted learning achieve the de-sired effect

Teachers can upload the online materials and exercisesthey collected to the IoT through the upload functionStudents can choose their own English learning resources(is learning method can significantly improve studentachievement Book selection is often guided by the teacherBecause it is different in the same class with each studentrsquoslearning ability and learning progress the book does notfully meet the class to learn English A large number of after-school learning opportunities make up for the lack ofclassroom books and students can have more time to in-teract in class

Data Availability

(e data underlying the results presented in the study areavailable within the manuscript

Conflicts of Interest

(e authors declare that they have no conflicts of interest

References

[1] S Sicari A Rizzardi L A Grieco and A Coen-PorisinildquoSecurity privacy and trust in Internet of (ings the roadaheadrdquo Computer Networks vol 76 no 15 pp 146ndash164 2015

[2] Y Zhang ldquoStudy on college teaching mode of startups ed-ucation in perspective of innovation abilityrdquo Open Journal ofLeadership vol 4 no 1 pp 30ndash34 2015

[3] Y Yao ldquoApplication of flipped classroom teaching modebased on MOOC in modern educational technology teach-ingrdquo Journal of Computational and -eoretical Nanosciencevol 14 no 2 pp 1075ndash1078 2017

[4] R Shah and Y Wang ldquoCloud (ings Construction - theintegration of Internet of things and cloud computingrdquo Fu-ture Generation Computer Systems vol 56 no C pp 684ndash7002016

[5] J H Ziegeldorf O G Morchon and K Wehrle ldquoPrivacy inthe internet of things threats and challengesrdquo Security andCommunication Networks vol 7 no 12 pp 2728ndash2742 2015

[6] L Yancong Y Jiachen L Zhihan W Wei and H Song ldquoAself-assessment stereo capture model applicable to the internetof thingsrdquo Sensors vol 15 no 8 pp 20925ndash20944 2015

[7] M A Razzaque M Milojevic-Jevric A Palade and S ClarkeldquoMiddleware for internet of things a surveyrdquo IEEE Internet of-ings Journal vol 3 no 1 pp 70ndash95 2017

[8] J Granjal E Monteiro and J Sa Silva ldquoSecurity for the in-ternet of things a survey of existing protocols and open re-search issuesrdquo IEEE Communications Surveys amp Tutorialsvol 17 no 3 pp 1294ndash1312 2015

[9] J Lin W Yu N Zhang X Yang H Zhang and W Zhao ldquoAsurvey on internet of things architecture enabling technol-ogies security and privacy and applicationsrdquo IEEE Internet of-ings Journal vol 4 no 5 pp 1125ndash1142 2017

[10] O Bello and S Zeadally ldquoIntelligent device-to-device com-munication in the internet of thingsrdquo IEEE Systems Journalvol 10 no 3 pp 1172ndash1182 2016

[11] G Liu ldquoApplication of mind mapping method in collegeEnglish vocabulary teachingrdquo Open Journal of Modern Lin-guistics vol 06 no 3 pp 202ndash206 2016

[12] A V Dastjerdi and R Buyya ldquoFog computing helping theinternet of things realize its potentialrdquo Computer vol 49no 8 pp 112ndash116 2016

[13] R M Dijkman B Sprenkels T Peeters and A JanssenldquoBusiness models for the internet of thingsrdquo InternationalJournal of InformationManagement vol 35 no 6 pp 672ndash6782015

[14] J Mineraud O Mazhelis X Su and S Tarkoma ldquoA gapanalysis of Internet-of-(ings platformsrdquo Computer Com-munications vol 89-90 no 1 pp 5ndash16 2016

[15] A Aijaz and A H Aghvami ldquoCognitive machine-to-machinecommunications for internet-of-things a protocol stackperspectiverdquo IEEE Internet of -ings Journal vol 2 no 2pp 103ndash112 2015

[16] S N Mohanty E L Lydia M Elhoseny M M G Al Otaibiand K Shankar ldquoDeep learning with LSTM based distributeddata mining model for energy efficient wireless sensor net-worksrdquo Physical Communication vol 40 Article ID 1010972020

[17] K Visvam Devadoss Ambeth ldquoHuman security from deathdefying gases using an intelligent sensor systemrdquo Sensing andBio-Sensing Research vol 7 no C pp 107ndash114 2016

[18] W Elsayed M Elhoseny S Sabbeh and A Riad ldquoSelf-maintenance model for wireless sensor networksrdquo Computersamp Electrical Engineering vol 70 pp 799ndash812 2018

[19] E Schaefer ldquoArtificial Nose Sniffs out Gas Intelligent sensorcreates a database of gas ldquofingerprintsrdquo Elektor ElectronicsWorldwide no 3 pp 44ndash47 2017


challenges and solutions for the security problems in the IoTand put forward practical suggestions [1]

(e difficulty of graduatesrsquo employment has always beena prominent problem in China (e international financialcrisis has made the current employment situation moresevere Zhang Y analyzed in detail the current status ofentrepreneurship in our countryrsquos universities combinedwith the entrepreneurial education model and innovativelyproposed a plan [2] Functional dependence and the asso-ciation rule are two important concepts in the databasesystem and are also difficult points in teaching the intro-duction to the database system Functional dependence isthe theoretical basis for the normalisation of a relative shapewhich reflects a relationship of limitation between charac-teristics in relation Extracting connection rules is an im-portant research content in data analysis Yao makes full useof the relationship between functional dependence sets ofelements and proposes an algorithm to extract associationrules based on functional armafd which enriches theteaching concept of functional dependence In addition theapplication of data dependence to the extraction of corre-lation rules is introduced (ey will further study the in-terconnection rules and data dependence [3]

13 Innovation

(1) Since teachers can upload their online software andexercises collected on the IoT to the IoT a largecollection of courses in terms of things students canchoose their own English learning resourcesaccording to their own circumstances and progress

(2) (e selection of teaching materials is often guidedby teachers due to the differences in learningability and learning process of each student in aclass (e teaching materials will gradually bedominated by students and many extracurricularlearning opportunities will remedy the lack of classtime and they will get more time to interact withteachers

2 CE Interactive Teaching Mode Based onthe IoT

21 Limitations of Interactive Teaching Mode First it seeksonly formal interaction (is kind of interactive teaching isusually called ldquoprogrammed interaction between teacher andstudentsrdquo Although teachers are well designed thisknowledge transfer can largely predict studentsrsquo reactions(e interaction depth is not enough and most of them areshallow interactions [4] Because interactive technologyrequires a way of displaying images interactive technology isnow mainly divided into two parts projection interactivetechnology and video interactive technology(erefore howto deepen the level of interaction and fully mobilize pupilsrsquoabilities is a problem that must be solved in multidimen-sional interactive teaching (e ground interactive tech-nology is an interactive technology that displays the displayeffect picture on the ground and the ground interactive

technology is generally realized through the projection in-teractive technology

Secondly although teachers have achieved interaction inthe teaching process and fully mobilized the subjectiveinitiative of students only a few studentsrsquo interest has beenaroused and most students are in a depressed passive andstagnant learning state (ere are differences in the amountof knowledge personality characteristics psychologicalcharacteristics family status intelligence and so on It isprecisely because of the differences of these interactive re-sources that teachers can not enjoy the monopoly of theseresources in the classroom which will eventually lead topolarization of learning results [5]

(ird some teachers do not really understand the natureof interactive teaching mistakenly equate interactiveteaching with rigid teaching activities in the classroom orunderstand the interaction as ldquointegrationrdquo with studentsand think that studentsrsquo discussion activities and classroomgame activities are interactive teaching [6] So the basicknowledge and skills of primary school students do not meetthe standard On the contrary it is easy to cause manystudents to develop a bad habit of disrespect for classroomdiscipline and freedom

Fourthly the interaction is mainly focused on teachersTeachers are still the initiators and controllers of classroominteractive teaching playing the role of ldquojudgerdquo and ldquoref-ereerdquo (e illusion to students is that they must interact withteachers as much as possible in class and the interactionwith students is not important [7] In addition because thenumber of students is much higher than that of teachers theinteraction ratio between one teacher and multiple studentsis totally different(is will inevitably lead to a single form ofinteractive teaching to a large extent to prevent studentsrsquoinitiative and creativity

Fifthly in the teaching content there are many cognitiveinteractions (e topics discussed are all learning contentsbut there is little interaction in emotion and values (issituation is not interactive teaching (is is an importantfactor and this is also a common problem in college Englishclasses

Sixth the content value of cooperative learning is nothigh and the lack of necessary preparation before groupcooperation and the provision of discussion time are un-reasonable which will cause students to lose interest ingroup topics and the cooperation between students is notactive enough Such group interaction cannot achieve a goodteaching mode and will eventually waste classroom teachingtime [8] (e application of interactive technology in homesschools and playgrounds is mainly divided into two cate-gories one is childrenrsquos game products and the other ischildrenrsquos playgrounds

22 Types of Interactive Teaching Each teaching process hasits own unique behavior orientation (e behavior orien-tation of interactive teaching can be divided into three typesone is the interaction between teachers and students theother is the interaction between students and students thethird is the self interaction of students



























t XA minus XB

S2ANA1113872 1113873 + S

2BNB1113872 1113873

(1)


H0 μA μB

H1 μA ne μB(2)


t S2ANA1113872 1113873 + S

2BNB1113872 1113873

S2ANA1113872 1113873

2 NA minus 1( 11138571113874 1113875 + S

2BNB1113872 1113873

2 NB minus 1( 11138571113874 1113875

(3)












Local userinterface

Data storage





33

57

10

AllMostSmaller part







0102030405060708090

100

Scor

e










5 Conclusions



0

10

20

30

40

50

60

H S C R W

Scor

e

Module



Self study

Cooperation

Problem solving

Abi

lity


20 40 60 80 100 1200Number of people





Data Availability




References














































t XA minus XB

S2ANA1113872 1113873 + S

2BNB1113872 1113873

(1)


H0 μA μB

H1 μA ne μB(2)


t S2ANA1113872 1113873 + S

2BNB1113872 1113873

S2ANA1113872 1113873

2 NA minus 1( 11138571113874 1113875 + S

2BNB1113872 1113873

2 NB minus 1( 11138571113874 1113875

(3)












Local userinterface

Data storage





33

57

10

AllMostSmaller part







0102030405060708090

100

Scor

e










5 Conclusions



0

10

20

30

40

50

60

H S C R W

Scor

e

Module



Self study

Cooperation

Problem solving

Abi

lity


20 40 60 80 100 1200Number of people





Data Availability




References























33

57

10

AllMostSmaller part







0102030405060708090

100

Scor

e










5 Conclusions



0

10

20

30

40

50

60

H S C R W

Scor

e

Module



Self study

Cooperation

Problem solving

Abi

lity


20 40 60 80 100 1200Number of people





Data Availability




References



























5 Conclusions



0

10

20

30

40

50

60

H S C R W

Scor

e

Module



Self study

Cooperation

Problem solving

Abi

lity


20 40 60 80 100 1200Number of people





Data Availability




References























Data Availability




References





















interactive teaching mode of college english based on

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