A Study On The Influential Factors Of Uygur Teachers’ Distance Putonghua Learning Outcomes

2020 is a critical year for my country in the process of poverty alleviation through Putonghua promotion,and the improvement of the Putonghua ability of minority teachers is an important part of it.There are differences in the outcomes of Uyghur teachers participating in distance Putonghua learning.Research on the influential factors affecting learning outcomes will help to further improve the distance Putonghua learning model and enhance the quality of teaching.Through the review and analysis of distance language learning,distance language learning outcomes and influential factors at home and abroad,this paper takes the learner-context interface theory,self-learning theory and learning support service theory as the theoretical basis,takes gender,age,period and subject as the measurement indicators of learning role,takes learning rate,query times,download times and online learning time as the measurement indicators as the measurement index of learning behavior,and takes teacher-student interaction perception,teaching content perception and stability performance perception as the measurement indicators of learning experience to explore the influence of learning role,learning behavior and learning experience on the effect of distance Putonghua learning.In terms of the influence of learning role on learning outcomes,the performance of female group is higher than that of male group,the performance of young group is higher than that of middle-aged group,the performance of preschool group is higher than that of primary school group,the performance of Chinese group is higher than that of Mathematics group and has reached a significant level.In terms of the influence of learning behavior on learning outcomes,the data of different learning behaviors show a downward trend.The higher the learning rate and online learning time,the better the learning outcomes.Too many queries can not produce better learning outcomes,on the contrary,it makes the improvement of performance smaller.Download behavior is an atypical learning behavior.Only about12% of Uygur teachers have download behavior.The learning of discourse reading and proposition expression resources can improve the performance of Putonghua proficiency test.In terms of the impact of learning experience on learning outcomes,Uygur teachers with high level of learning behavior will give higher evaluation on the perception of teacher-student interaction and teaching content,while male teachers will give higher evaluation on the perception of stability performance than female teachers.According to the final model of the influence of learning experience on learning outcomes,teacher-student interaction perception is a very important latent variable,which has a direct impact on teaching content perception,stability performance perception and learning outcomes.Teaching content perception and stability performance perception can not have a direct impact on learning outcomes.Based on the above research results,some suggestions are put forward: distance Putonghua learning should be divided into classes according to the Putonghua level and subject background of Uygur teachers,and the proportion of explanation and practice opportunities of different subject teaching languages should be increased.When the learning rate or online learning time is less than 50%,teachers should intervene in time.We should make clear the qualification standard of each drill task,give teachers more teaching planning authority,adjust the teaching plan appropriately,and carry out individualized learning.The distance Putonghua learning depends on teachers greatly.It is necessary to improve the training system of distance Putonghua teachers and enhance their comprehensive quality,especially the training of technology.Strictly control the proportion of teachers and students,effectively increase two-way communication opportunities,and ensure the quality of support services for distance Putonghua learning.Careful use of technology to avoid the technical operation burden of teachers and students.