Balanced Development Of Compulsory Education Promoted By Technology

The most important and difficult problem of the current balanced development of compulsory education lies in the rural education.There is a big gap between students in rural areas and developed areas in the starting point,the process and the outcome of education.The essence of education is to promote the growth and development of students.In this era of technology revolutionizing education,constantly updated technology provides new ideas to solve the problem of balanced development of compulsory education.However,up to now there are very few domestic cases about the balanced development of education promoted by technology,and few studies on the effect from the perspective of students.There is also a lack of discussion on the effect and internal mechanism of using technology to promote the development of students in small rural schools.With the great attention and support from the national policies,more and more regions are gradually increasing their investment and trying to promote the balanced development of compulsory education through technology.In this crucial period of development,we need to carefully consider the following issues:can technology effectively promote the balanced development of compulsory education?From the fundamental point of education,whether technology can play a significant and effective role in promoting the growth and development of students?During the process,what aspects of development of students can technology affect?And what is its intrinsic mechanism?To solve these problems,this study is based on projects related to the balanced development of compulsory education promoted by technology,choosing Xian'an District in Hubei Province,which is one of the earliest experimental areas,as the experimental area.Mixed methods combining both qualitative and quantitative approaches are adopted to monitor and evaluate the status and characteristics of student development in the experimental area.The effectiveness and problems inside the balanced development of compulsory education are inspected in the perspective of student development.The internal mechanism of technology promoting education development is discussed as well.Specifically,four sub-studies are included:The first part is about the development and revision of research tools,including the student development evaluation tool and the student technology acceptance evaluation tool.First of all,the overall structure,specific indicators and the initial test questionnaire of the student development evaluation tools were determined by the open questionnaire method,in-depth interviews,the literature research method and the Delphi expert consultation method.Subsequently,two rounds of tests were conducted to test and revise the questionnaire items,forming a formal test tools;The second part is the study of overall development and characteristics of students in the experimental area.On the basis of the previous study,formal questionnaires were distributed to 770 students in 3 urban centers and 23 small rural schools in the experimental area of Xian'an.The overall development status of students in the aspects of academics,psychology and behavioral development are analyzed.The characteristics of students in the experimental area with different grades,genders and family backgrounds are also compared according to the survey data;The third sub-study is the analysis of the impact of technical intervention on the development of students in small rural schools.Based on the results of the preliminary research on the quality,the students from central schools and non-experimental rural small schools are chosen as control groups,and the effect of technical intervention is discussed through quantitative analysis in experimental small schools.That is,compared with students in non-experimental rural small schools who were at the same level of development before 'the experiment began,which aspects of students in experimental area have been significantly improved?Compared with the students in urban center schools,are there still significant gaps?Finally,based on the conclusion of the previous chapter,the fourth session is about the mechanism of how technology affects the development of students,studied by the correlation analysis,the hierarchical regression analysis,the model fitting verification and the path analysis statistical analysis method.This study explores the correlation and specific interaction between the technical acceptability of students and significantly changed outcome variables of student development.The way of how student development is influenced by technology is also verified and its intrinsic mechanism is discussed.The major conclusions of this research are listed as follows:1.Since the start of the project,students in the experimental area have changed in the aspects of academics,psychology and behavioral development.2.The questionnaire developed in this study for student development evaluation for the experimental area has good relevance and reliability.3.Students in the experimental area tend to the achieving approach and the deep approach in the aspect of academic development,their learning attitude is generally above average,and their overall scores are good;with respect to psychology status,the overall level of core self-evaluation of students in the experimental area is moderate,but their life satisfaction is relatively high,and the overall emotional resilience has been developed well.In the aspect of behavior development,the students in experimentation area have developed well in their interpersonal competence,daily behavior performance and interest development as a whole.4.There were significant differences in some indicators of academic,psychological and behavioral development among students from different genders,different grades and different family structures background in experimental area.5.Technical intervention has a significant positive impact on some of the student development variables in the small rural schools.By comparing with students in central schools and non-experimental small schools using analysis of variance,it is found that the learning methods,learning attitude,core self-evaluation,school satisfaction,positive emotion ability,interpersonal ability and interest development of the students in the experimental small schools are significantly positively impacted by technical intervention,but the students in the experimental small schools are still significantly weaker in academics,interpersonal skills,daily behavior and interest development than the central school students.6.There is interaction between student development variables and technical acceptance:(1)In addition to some of the variables in the learning methods,there was a significant positive correlation between the technical acceptance and the student development outcome variables that are significantly changed by technical intervention;(2)Core self-evaluation and positive emotional ability positively affect the technical acceptance;(3)Technical acceptance positively impacts learning attitude,school satisfaction and interpersonal skills;(4)The fitting of the model of the interaction mechanism between student development variables and technology acceptance established in this study is good,which can objectively reflect the overall correlations between core self-evaluation,positive emotion ability,technical acceptance,learning attitude,school satisfaction,and interpersonal communication.Based on the above findings,the last part of this article provides suggestions of using technology to promote the education practice,summarizes the innovations and shortcomings of this study,and looks forward to the future research.This dissertation expects to bring some enlightenment to the current research and practice of promoting the balanced development of compulsory education with technology,enrich the theory of technology promoting the balanced development of compulsory education between regions and the theory of technology promoting students development,and meanwhile provide guidance for follow-up practice of technology promoting the development of education,so that rural children can get better and more fair education.