The Research On Student Satisfaction With The Multimedia Classroom Teaching In The University

With the attention of many scholars at home and abroad, the multimedia classroom teaching adapts tothe needs of the development of modern education, and it is becoming more and more popular in highereducation. Undoubtedly, students are the important subject of the multimedia classroom teaching, studentsatisfaction with this teaching method directly affects their enthusiasm and positivity to participate in theteaching, and then affects the effect and efficiency of the multimedia classroom teaching. As a result,student satisfaction with the multimedia classroom teaching is an issue of practical significance.Aimed at Henan University undergraduates, this paper does an empirical research on studentsatisfaction with multimedia classroom teaching mainly through questionnaires and statistical analysis.First of all, based on the past research on satisfaction and the multimedia classroom teaching, this papersums up the concept of student satisfaction with the multi-media classroom teaching. Then, referring to therelevant research literature, this paper builds student satisfaction measurement model, which divides themeasurement of student satisfaction into four dimensions. Finally, with the use of the self-questionnaire ofstudent satisfaction, this paper analyses the status quo and influencing factors of student satisfaction.The study found that:(1) Student satisfaction is closely related to student characteristics, teachercharacteristics and teaching environment, but the relationship between student satisfaction and coursewaredesign is not very significant.(2) In general, student satisfaction with the multimedia classroom teaching isat the middle level.(3) Personal background factors have varying degrees of impact on student satisfaction.The discipline and proficiency in computer is significantly embodied in student characteristics, gender issignificantly reflected in teacher characteristics. Different grades are only significantly varied on theeducational environment. However, with regard to the years of contacting multimedia classroom teaching,Differences significant distribution is not so clear.Based on these results on the multimedia classroom teaching, the author makes correspondingsuggestions and countermeasures from different angles. And I hope to provide some reference for schools,teachers and students in order to improve student satisfaction and promote the development of themultimedia classroom teaching.