An Empirical Study Of High School Students? English Learning Engagement In Smart Classroom Environment

The rapid development of "Internet + Education" has brought opportunities and challenges to the education industry.The Education Informatization 2.0 formulated by the Ministry of Education in 2018 provides new ideas for schools to build smart classrooms and new ideas for the reform of English subjects.From the original traditional teaching classroom to the current smart classroom teaching mode,English teaching should continue to reform while also paying attention to students' learning input,which will directly affect their learning effect.Therefore,it is of great significance to investigate the English learning investment of high school students and put forward corresponding improvement suggestions.The purpose of this thesis is to conduct an empirical study on high school students' English learning input in a smart classroom environment.This research is mainly divided into two parts.The first part is the study of high school students' English learning input in a smart classroom environment.Taking the practical school W City Z as an example,the questionnaire survey method is mainly used to investigate the current situation of students' English learning investment in the specific environment of smart classrooms.By referring to the research of domestic and foreign scholars on learning input,combined with the teaching environment and research subjects set by this institute,a questionnaire suitable for this research is formed.By issuing questionnaires to senior middle school and sophomore students in city Z,and conducting frequency analysis,item differentiation analysis,and reliability and validity tests on the effective questionnaires,it is concluded that the questionnaire has good reliability and validity,which is suitable for the research purpose to be achieved by this institute.Through descriptive statistical analysis,frequency analysis and independent sample T test analysis of the collected data,it is learned that the current general situation of high school students' English learning investment in this school is not very satisfactory.The analysis results show that the difference between the highest score and the lowest score is large,indicating that the level of student learning input is uneven;in terms of the difference in English learning input,there is a significant difference in the English learning input of the first and second grades;students of different genders In the study of differences in Englishlearning investment,although the average value of girls in all dimensions of the questionnaire is higher than that of boys,in this study,there is no significant difference between male and female students in English learning input.The second part is the student research in the class.This part of the research is carried out in the teaching practice link during the internship in W City Z Middle School.Prior to the study of the lesson,after communication and consultation with the instructor instructor,3hours of instruction in the smart classroom were selected as the focus of the study.Therefore,before the implementation of the lesson examples,it is necessary to make good preparations for the lesson examples and clarify the use method of the smart classroom to ensure that the function of assisting teaching in the smart classroom is applied to the maximum extent.At the same time,the performance of students' learning input in the course is also part of the research.In this study,10 students were selected as the key observation objects.After the end of the teaching practice course,conduct semi-structured interviews with key observation objects to understand the reasons for students 'classroom behaviors,and at the same time,issue questionnaires on high school students' English learning input in a smart classroom environment.Afterwards,the questionnaire data was sorted and analyzed,and it was concluded that the learning input of high-ranking students,middle-ranking students,and low-ranking students decreased in sequence as a whole.On the whole,although the degree of students' investment in different subject courses is different,the difference is not very significant.In terms of whether students are class cadres or not,they have no significant difference between the scores of learning input questionnaires and class cadres and non-class cadres.However,because the sample data of the study is not extensive enough,the conclusions drawn are only the results of this study.It does not represent the learning input of all high school students.Finally,this paper summarizes,proposes and prospects.