A Study On Students’ Classroom Experience And Learning Outcomes

Since the new curriculum reform, experience teaching which focuses on students’ classroom experience is constantly trying to find the answer of some theoretical issues, such as what is experience, why do students experience. Under the background of new Education Reform and in the IT-led classroom change, we need to move forward to find out the answers of a series questions like which is students’classroom experience, what about the situation of students’classroom experience, as well as what kind of correlation they have between students’classroom experience and learning outcomes.In this study, quantitative research paradigm that from domestic and foreign research on classroom experience is used. The "students’classroom experience" is divided into two aspects which is teaching experience (clear, engagement, interest and creativity) and relation experience (equality, caring, cooperation and competition); and the "learning outcomes" also has two dimensions:academic outcomes and students’ satisfaction. This study uses mathematics classes of two Shanghai high schools as a sample to expand the survey, and analyzing the overall situation of students’math classroom experience and learning outcomes, their differences in gender, grade and subject, as well as the correlation between classroom experience and learning outcomes by SPSS20.0.The first part is about the background, literature review, and the definitions of core concepts; the second part describes the research design and methods, and research hypothesis is proposed in this part.In the third part, specific data processing and analyzing is done, leading to the following conclusions:1. The student’s classroom experience is generally good while relation experience is better than teaching experience; there is a strong positive correlation between students’ classroom experience and learning outcomes. What’s more, the correlation between teaching experience and learning outcomes is stronger than that between and relation experience and learning outcomes.2. The differences on students’ classroom experience of genders are not significant, but the boys’ creativity indicator level is significantly higher than girls’. Girls experience stronger correlations between interest and academic achievement and between teacher-student relationship and academic achievement, while boys experience stronger correlations between creativity and learning outcomes and between student-student relationship and academic achievement.3. The differences on students’classroom experience of grades are not significant, but Year 12 students’creativity indicator level is significantly higher than the Year10 and Year 11 students. For Y12 students, the correlation between engagement and academic achievement is stronger while Yll students experience a weak correlation between teaching experience and academic achievement.4. Students’ teaching experiences on different disciplines are significantly different. Science students have higher interest and creativity indicator level than the liberal arts students. Clearance and engagement are more correlated with liberal arts students’ academic achievement, while creativity is more correlated with science students’ academic achievement. Compared with science students, liberal arts students experience a stronger correlation between relation experience and academic achievement.Finally, suggestions on how to cultivate students’subject consciousness, how to simulate students’ learning interest and how to develop creative thinking are proposed.