In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.

To explore the influencing factors and action mechanism of users' behavioral intention of making continuous contributions on Internet UGC platforms, the paper conducts a questionnaire survey among 574 users on Internet UGC platforms, analyzes and validates the relational model through structural equations. The research results show that experience quality has a significantly positive impact on users' behavioral intention of making continuous contributions. Consisting of pragmatic value, hedonic value and user equity, co-created value has a complete mediation in the relationship between experience quality and users' behavioral intention of making continuous contributions.

During the epidemic period, vocational colleges made a preliminary exploration of online teaching in response to the national call of "suspending classes without stopping learning",Due to lack of experience, many problems and deficiencies were exposed. This paper systematically analyzes and summarizes the crux of online teaching in vocational colleges during the epidemic period, and then combs out the reform ideas of online teaching,which provides certain guidance and action path for the normal operation of online teaching mechanism in the post-epidemic era—integration of off-line & on-line, and concretely expounds the specific path of integration of off-line & on-line towards normalization of from three levels: home-school integration, virtual-real integration and production-education integration.