Research On Learning Adaptability And Multi-technology Progressive Intervention Of Minority Preparatory Students In The Northwest Frontier Area

The development of ethnic education is of great practical significance for the development and prosperity of ethnic minority areas.However,at present,there is a relatively common learning adaptability problem in ethnic(minzu)minority preparatory education,and the mainstream learning adaptability intervention means are not suitable for ethnic minority preparatory students.The development of information technology has brought great changes to ethnic education.The unique advantages of information technology in improving the coverage of education,breaking the barriers of education time and space,and enhancing the interest of education coincide with the innovation needs of intervention means for improving ethnic minority preparatory students' learning adaptability.Therefore,it is necessary to explore new ways to intervene ethnic minority preparatory students' learning adaptability by means of technology,to make up for the defects and deficiencies of existing intervention means.Several technologies have been brought into the research field.Serious games and educational games have certain advantages in changing people's emotions and attitudes.Hence,the multi technology progressive intervention in this research is a kind of intervention method based on the promotion of ethnic minority preparatory students' learning adaptability,guided by the theory of gamification,and centered on educational games.With the help of instant messaging tools(Wechat),mind map,reflection log and other technologies,the intervention method is characterized by mixed use of various technologies.It is full coverage and progressive intervention with the main objectives of achieving emotion cultivation,attitude change,knowledge learning and information mastery.The research focuses on 4 research questions which are "what is the current situation of ethnic minority preparatory students' learning adaptability and how to measure it?" "What is the development process of ethnic minority preparatory students'learning adaptability?" "What are the main influencing factors of ethnic minority preparatory students' learning adaptability?" "How to use technology to improve the learning adaptability of ethnic minority preparatory students?" The research comprehensively uses various research methods under the guidance of mixed research design and action research design,such as literature research method,questionnaire survey method,grounded theory research method,investigation research method,quasi experimental research method,content providing analysis method,etc.Taking the ethnic minority preparatory students from Northwest Minzu University,Qinghai Minzu University,Inner Mongolia Minzu University,North Minzu University and Gansu Normal Minzu University,etc.as the research object(38 interviews and 1061 questionnaires).The research focuses on the learning adaptability of ethnic minority preparatory students,scientifically compiles the learning adaptability scale for ethnic minority preparatory students and presents the learning adaptability of ethnic minority preparatory students clearly.In addition,this research explores the influencing factors of learning adaptability of ethnic minority preparatory students,designs and verifies the intervention materials and activities of ethnic minority preparatory students' learning adaptability.Following achievements and conclusions have been formed:(1)After various statistical analysis and testing,referring to the dimensions of ethnic minority preparatory students' learning adaptability,a formal scale of learning adaptability for ethnic minority preparatory students is formed,which consists of three dimensions of teaching conditions,learning methods and abilities,learning attitude and motivation,and 19 items.(2)It is found that the features of ethnic minority preparatory students' learning adaptability in the northwest frontier region are as follows:1.The learning adaptability of minority preparatory students is in the medium level;2.The overall level of learning adaptability of Manchu and Hui preparatory students is higher,while that of Mongolian,Miao and Dongxiang is at a lower level.Miao,Dongxiang and Mongolian minority preparatory students show lower levels in teaching conditions,learning methods and abilities,learning attitude and motivation;3.There are significant differences in the learning adaptability of ethnic preparatory students in the northwest frontier provinces.The level of learning adaptability of ethnic minority preparatory students in provinces without preparatory education institution is relatively lower.4.There is no significant difference in the overall level of learning adaptability between boys and girls,but there are significant differences in learning methods and abilities,learning attitude and motivation dimensions.Boys are more likely "good at learning" and girls "loving to learn";5.The general level of learning adaptability of ethnic minority preparatory students who major in liberal arts in senior high school is higher than that of ethnic minority preparatory students who major in science;6.The general level of learning adaptability of ethnic minority preparatory students who use the national common language as daily language is higher than that of the ethnic minority preparatory students who use their ethnic language as daily language,and the former are higher in all dimensions,but the differences are not significant;7.There is little difference in the general level of learning adaptability among preparatory students from city,township,rural and pastoral areas,and the overall level of learning adaptability of preparatory students from villages and towns is the lowest.8.The overall level of learning adaptability of ethnic minority preparatory students who study in preparatory education college are significantly higher than those in ordinary secondary colleges;9.There is no significant difference in the overall level of learning adaptability among ethnic minority preparatory students with different living conditions in senior high schools;10.The level of learning adaptability of ethnic minority preparatory students who are non-only child in the family is higher than that of only-child ethnic minority preparatory students but the differences are not significant.(3)It is found that the learning adaptability development of ethnic minority preparatory students in the northwest frontier region is generally divided into four stages,showing a U-shaped development trend.At the beginning of preparatory education,because of the longing for learning,the level of learning adaptability is relatively high.After encountering the gap,it gradually goes to the stage of confusion and fluke.With the first final examination as a sign,the level of preparatory students'learning adaptability has reached the bottom,and they tend to be alert or helpless.Some of the preparatory students' learning adaptability go up through their own awakening and external help,while some of them go down because of helplessness;For vigilant preparatory students,they will enter the fourth stage,make efforts to change the status quo through self-adjustment,and reach the highest level of adaptability before entering the undergraduate education.(4)It is found that the factors influencing ethnic minority preparatory students'learning adaptability are as follows:Learning engagement,school environment and professional commitment are the main factors affecting their adaptability of teaching conditions;Learning engagement,school environment and professional commitment are the main factors that affect their learning methods and abilities;School environment,language and culture are the main factors that affect their learning attitude and motivation.(5)This study systematically and reasonably designed the technical intervention activities for ethnic minority preparatory students through multiple links.After nearly one-year's intervention,the research found that the multi technology progressive intervention played a rather significant role in promoting preparatory students' learning adaptability,and it can avoid their learning adaptability out of the U-shaped development trend.Both teachers and students have positive evaluation on this intervention.It has played a more significant role in preparatory students with low initial learning adaptability,and the effect is mainly reflected in understanding regulations and professional commitment.The preparatory students in experimental group have much positive attitude towards learning in preparatory stage,and their reflection diary is more focused on learning.They can generally imagine and plan their undergraduate life combined with game content.(6)The research infers that ethnic preparatory education still needs to be improved and perfected from the following aspects:1.effectively enhance and implement ethnic preparatory education policy;2.Efforts should be made to fill the develop gap between inter province and inter school preparatory education;3.Effective differentiation of practical differences in learning adaptability of preparatory students with different backgrounds;4.Give full play to the unique role of information technology in improving learning adaptability;5.Strengthen the policy support for the informatization of ethnic preparatory education;6.Thoroughly implement the national policy on the promotion of national common language and attach importance to the role of information technology.