The Evolution Of The Interaction Between Students In Lower Grades In A Mixed Learning Environment

At present, with the development of education informatization, the blended learning environment more and more become the norm of the learning environment at primary school. Tracking a class in the lower grades in a primary school of Nanjing and in their comprehensive practice activities based on blended learning environment ,the researcher found:When students interact in the online or offline, the interactive content and depth of interaction is not a constant, but a gradual evolution.However, what is the evolution law and characteristics?What are the similarities and differences in the law of evolution between online and offline interactions?There is a lack of deep research about tlhese problems.Therefore, based on the above problems, the author explores the evolution law and characteristics of online and offline interaction of the low-grade primary students from the aspects of interactive content and interactive depth and propose strategies to promote high quality interaction.This study takes Baiyunyuan Primary School 2 grade 3 class in Nanjing as the research object.In this semester,the class conduct a blog-based inquiry study in the class of comprehensive practice activities. First of all, the author and the teacher discuss teaching design, we set the theme for "plant growth" and teaching time about 2 months.Under this theme, the learning process is gradually generated for four stages :the first stage of the flower garden design, the flower garden design changes,the plant sowing, the plant growth and observation. At each stage, students are required to interact online and offline.Then, the author enters the classroom to collect students' dialogue and blog comments through the observation, recording or shooting video in the each stage of the whole process of learning.During this period, the author builds a content analysis system based on the results of Bas A. de Leng(2010)?Curtis and Lawson (2001) and others and uses it to code these date.Finally, the author uses data processing software for online and offline data statistics and analysis in both interactive content and interactive depth, and draw conclusions.The results indicates:First in the interactive content level,social interaction turns to discussion related to the subject, "statement" gradually turns to "reflections" and"explaining", the "questioning" presents irregular changes. However, Offline social interaction is more than online social intercourse and "reflections" less than online .Second, in the interactive content level, the shallow interaction turns to a deeper level of interaction, that is, from shallow interaction to moderate interaction and deep interaction,but shallow interaction still accounts for a large proportion and the number of deep interactions is minimal .At the same time,shallow interaction and deep interaction is more in the offline interaction, moderate interaction is more in the online interaction.According to the results s when the teacher carry out inquiry learning in the lower grades in the blended learning environment ,we makes the following recommendations:When the student interacts online and offline, teachers should participate at any time and provide demonstrations and guidance ; Teachers must repeatedly stressed the theme of the discussion or question both before the discussion and during the discussion;Teachers should arrange the interaction time in the online and offline.