Analysis of High-Quality Information Technology Lessons Based on S-T Analysis Method

Education digitization has revolutionized teaching methods and models, necessitating educators' conceptual and capability upgrades. Teachers must engage in rigorous, holistic self-reflection on classroom practices. Researchers primarily rely on Student-Teacher (S-T) analysis to quantify the dynamics of teaching and learning, yet frequently overlook the possible complexity and diversity in the process. This paper augments S-T analysis with innovative multi-faceted data collection on teacher-student behaviors, dynamically analyzing Information Technology (IT) theory and practical courses. Ultimately, the application of this methodology reveals the strengths and weaknesses of both course types, offering targeted guidance and recommendations for IT teachers to effectively conduct classroom instruction.