.3 G Network Passive Mms-based Mobile Learning Practice

During the 2008 Beijing Olympic Games, in order to promote the dissemination of knowledge as well as inspire the public to learn the Olympic Games and to take part in the Olympic Games and Olympic enthusiasm dedication, Training of the Beijing Olympic Games Coordination Group and China Mobile to achieve co-operation in the "Olympic training knowledge into the mobile phone" project, Through the form of mobile phone short message to promote the training of Olympic knowledge. Mobile Learning is in this way; little by little penetration into our lives, work and learning .It has been more and more importance on educational technology scholars.Author use MMS as the carrier, launched a mobile passive learning research of practice based on MMS. The purpose is to explore mobile learning in the university education, classroom teaching in a supporting role, as well as mobile learning on the impact of college examinations. During the research, chose the third year students as object, select the course "Basis for Multimedia Applications," Each class, through the form of MMS send the knowledge of the elements of class, knowledge expansion and other students interested in topic, to the mobile phone, and then students to self-study. In this way for one school term and the practice of mobile learning research, the students appreciate the MMS-based mobile learning. After semester, use the method of Questionnaire Survey and Comparative Methods to analysis the involved students in mobile learning and students not involved .Then coming to a conclusion.The important aspect of the practice, it is Compilation of the questionnaire distribution and processing data, because all the research information through the form of feedback of questionnaires, the conclusion of the study is also based on a questionnaire, therefore, the preparation of the questionnaire is a problem more discussion in this paper. How to ensure that the objectives of the questionnaire and the consistency of the subject, how to operate the abstract concept, and how to send the questionnaire. Because this study involved small samples, using descriptive statistical methods, however, the same information in the questionnaires to all reflected by a large number of charts. Performance different that practice the mobile learning or did not participate in by comparison, the attitude of students and the result of learn, the questionnaire should have played a role.Through the questionnaire and examination results, use the comparative methodology of the study, then get three conclusions. 1, Mobile learning can not improve student learning interested, they only concerned with their interested in mobile learning resources, and are more interested in mobile learning itself. 2: Mobile learning can not improve student's test scores, and more to expand the student's knowledge.3: Mobile learning is gradually changing the habits of learning. It is help for develop students' individual learning and independent learning ability. It is conducive to promoting student preferences and strengths, mobile learning is enable to learners their own knowledge in a relaxed environment. It belong the learning of amusement.I believe that the novel of this thesis is used the practice research methods, because the current research on mobile learning is more to explore the theory, the real implementation of mobile learning is still relatively small. The author cooperate with China Mobile, from theory into practice, students really appreciate what is mobile learning. At the same time, the author take part in this process in resources, send and receive mobile learning resources, and feel this new generation of E-learning.