The application and development of smart classroom (SC) have improved the teaching quality. The teacher-student interaction (TSI) is the core element of the SC. The research on TSI is insufficient due to the lack of evaluation models. The objective of this study was to construct a TSI evaluation model to guide teachers in building high-quality SC. The hierarchical evaluation model of TSI was constructed by literature analysis, video analysis, and other methods. The Lag sequence analysis method was used to verify that the hierarchical model of TSI evaluation in SC had the needs of lower-order interaction to support higher-order interaction and higher-order interaction to expand lower-order interaction. This research constructed a hierarchical evaluation model of TSI in SC by analyzing the connotation and characteristics of TSI and coding analysis of SC teaching videos. The evaluation hierarchy model was divided into four first-level dimensions from low to high and from specific to abstract (operational interaction, behavioral interaction, cognitive interaction, and creative interaction). Each first-level dimension contained four second-level dimensions. The support of lower-order interaction and the expanding role of higher-order interaction reflected the characteristics of progressive level by level.