Research On National Common Language Classroom Learning Investment Of Mongolian-taught Middle School Students In Pastoral Areas Under The Technical Environment

The deep integration of information technology and Chinese courses is the only way for the reform and development of national education,and it is also an important part of Chinese overall national security.According to the existing research,middle school students taught in Mongolian often suffered from lack of effort,fatigue,disability,inattention or indifference,etc.,and student engagement has declined.Therefore,this research adopted research methods such as literature research method,content analysis method,grounded theory,questionnaire survey method,interview method and action research method,and National Common Language classroom student engagement of students taught in Mongolian in pastoral areas under the technical environment was conducted by the internal structure,influencing factors,dimension and its relationship,investigation of the status quo and the construction and application of technology intervention models,with a view to improving the National Common Language classroom student engagement provide feasibility references and strategic support.First of all,this research used the literature research method to sort out and analyze the relevant literature on the study of student engagement,to interpret the connotation of student engagement,to use a systematic and integrated method to determine the connotation of Chinese classroom student engagement in a technical environment,and to summarize its internal structural dimensions.Secondly,by using the grounded theory,the interview data of Mongolian students,Chinese teachers and parents were coded,and the specific dimensions of the National Common Language classroom student engagement and influencing factors in the technical environment were summarized.Thirdly,combining the connotation framework obtained from the literature combing and the coding system of Chinese classroom student engagement obtained from the grounded theory,the questionnaire survey method was used to select students taught in Mongolian as research objects.After project analysis,exploratory factor analysis and confirmatory factor analysis,we had compiled the "Chinese Classroom Student Engagement Scale for Students Taught in Mongolian in a Technical Environment" and "Influencing Factor Scale for Chinese Classroom Student Engagement for Students Taught in Mongolian in a Technical Environment".The research results showed that the structure and dimensions of Chinese classroom student engagement in the technical environment were diversified,mainly including five aspects of higher-order thinking,student-teacher interaction,active cooperative learning,human-computer interaction,and passion for Chinese learning.The influencing factors of Chinese classroom student engagement in the technical environment mainly included four aspects:Chinese learning attitude,teaching techniques and methods,student technical acceptance,and parental expectations.Then,based on the prior literature review,the research hypothesis on the influencing factors of National Common Language classroom student engagement in the technical environment was proposed,and the multiple linear regression analysis method was used to obtain the specific impact of each influencing factor on the Chinese classroom student engagement.This analysis of impact relationships would provide a "guide to action" for the selection of subsequent technical intervention strategies.In addition,a survey was conducted on the current level of National Language classroom student engagement in the technical environment.Through the large-scale distribution of Chinese Classroom Student Engagement Questionnaire for Middle School Students Taught in Mongolian in a Technical Environment(TCCSE),1,712 middle school students taught in Mongolian language from nearly 7 pastoral areas in Inner Mongolia Autonomous Region were selected to conduct a questionnaire survey to master the current level of Chinese classroom student engagement in the technical environment.The survey results showed that Chinese classroom student engagement and its five factors were significantly higher than the intermediate level.Among them,the level of student-teacher interaction and human-computer interaction were lower,and higher-order thinking and enthusiasm for Chinese learning were higher.Mongolian middle school students whose birthplaces were rural pastoral areas or Gacha,the level of various factors in their engagement in Chinese classroom learning were generally lower than those of Mongolian middle school students whose birthplaces were urban.This link can not only meet the macro needs of frontier education security research,but also provide a feasibility reference for the selection of subsequent technical intervention experimental subjects,intervention disciplines and other indicators based on the analysis of different variables.Finally,the Mongolian middle school students of two classes in junior year of W Mongolian Middle School in the pastoral area were selected as the object of intervention,and different strategies were used to carry out three rounds of technical intervention for Chinese classroom teaching for about 20 weeks.The practice model was continually condensed to enrich teaching practice.Finally,a scientific and effective intervention model for Chinese classroom student engagement in the technical environment was established.The experimental results showed that in the experimental environment of the three rounds of technical intervention,the factors of Chinese classroom student engagement had been significantly improved,then the revised and improved intervention scheme was effective and reliable.The significance of this research was to more accurately grasp the cognitive orientation and practice path of the study of National Common Language classroom student engagement in the technical environment,and to provide theoretical reference and practical significance for the reform and development of frontier education.