Abstract: As data is becoming a key force to promote teaching innovation, smart classroom provides convenient conditions for collecting teaching data in full dimension and in whole process. Even so there have been some practical problems in smart classroom teaching, such as unclear thinking in data application, and difficulty in exerting date value. To cope with that, the application should be based on the basic concept that “data can produce value only if in application, and date value bears a feature of attenuation”, and the mode, “goal-oriented” and “data oriented”, should be adopted. In terms of its typical scenario, careful lesson preparation, fine guidance, accurate evaluation, lean guidance, and efficient teaching and research are available. In terms of its characteristic, full dimension and full process, instant feedback, focus on students’ learning engagement are there. It gets involved in four key strategies 1) attaching great importance to multi-modal data acquisition and analysis so as to make the data application scientific; 2) casting great attention to the real-time feedback so as to enhance its timeliness; 3) setting a high value on students’ learning input so as to improve the diversity; 4) great emphasis is placed on the privacy protection of data so as to promote the security. Only in this way can the data application value of smart classroom be enhanced and the innovation and reform of data-driven teaching be promoted.

Key words: smart campus, smart classroom, big data, data application, data driven, typical scenarios, targeted teaching