An innovative model program for teaching educational psychology based on the maximum information entropy model

This paper carries out a research on the quantitative evaluation of classroom behavior based on the maximum information entropy model, explains the theory related to information entropy and analyzes the concept of information entropy.The improved iFIAS interactive analysis system was used as the main analysis tool, and S-T analysis and time series analysis were used as auxiliary analysis methods to analyze the classroom teaching behaviors.Classroom teaching behaviors were coded and sampled, from which classroom teaching behavior related data were obtained, through which teaching behavior information entropy, redundancy, interaction mode, teaching mode and behavior category frequency were analyzed.After analysis, the overall classroom teaching characteristics of the psychoeducational quality lesson examples are teacher behavior and student behavior as the main, psychoeducational and teaching materials as the secondary, and the teacher's behavior in the early part of the classroom accounts for a high proportion in order to drive the students into the classroom.The proportion of student behavior rises in the middle and late stages.The proportion of hybrid and dialogic teaching mode is 95.83%, which is dozens of times more than the proportion of lecture.It reveals the teaching mode of quality psychology classroom teachers, i.e., focusing on the interaction with students and replacing the pure teacher lecture student acceptance mode with interactive counseling student active learning.The teaching analysis of quality classroom teaching behaviors with the maximum information entropy model realizes the establishment of an innovative model of psychological teaching and clarifies the direction for the future development of psychoeducational classrooms.