Study On The Improvement Of Academic Self-Efficacy Of Minority Students In South Xinjiang By Mobile Computer-supported Collaborative Learning

With the steady progress of the “Belt and Road” policy of China,Xinjiang has become a bridgehead to the west of China,which has unprecedented development potential.The South region of Xinjiang is one of the ethnic minority areas in China,which has long been limited to insufficient basic education resources and poor quality of education.Talent is the first productive force,and it is particularly important to cultivate a large number of outstanding talents in ethnic areas and border areas.With the increasing effectiveness of information technology in promoting education,the use of digital technology-supported digital learning environments for Mobile Computer-Supported Collaborative Learning has provided new opportunities for strengthening the training of ethnic minority talents and national integration.For this reason,this study based on the digital learning environment supported by information technology,explores the feasibility of using Mobile Computer-Supported Collaborative Learning as a means to improve the perceived Academic Self-Efficacy of minority students,and aims to explore new ways to improve the academic level of minority students.It provides reference for the improvement of the academic efficiency of other ethnic minority students.This research is divided into six parts,the specific content is as follows: the first part is the introduction.This paper mainly explains the reasons of selecting topics from the perspective of Mobile Computer-Supported Collaborative Learning,which is conducive to the interaction between college students in border areas,ethnic minority students and Han nationality students,and improving academic self-efficacy of minority students,and establishes 3 main research questions in this paper.Based on the establishment of research problems,the research objectives and research contents were defined,and based on the information-based teaching environment,the research ideas and research methods were determined.The chapter concludes with an explanation of the theoretical and practical significance of this study.The second part is the theoretical basis and research review.This part expounds and defines the important concepts of this paper: Mobile Computer-Supported Collaborative Learning,academic self-efficacy and related concepts.Based on the interconnection learning theory,constitutional learning theory and activity theory,this paper summarizes the effects of Mobile Computer-Supported Collaborative Learning and Mobile Computer-Supported Collaborative Learning on academic self-efficacy,and the third chapter is the investigation of the status quo.The students of the two classes in this study were selected as the survey subjects,and a measurement instrument with high reliability and validity—the academic self-efficacy measurement table—was used to measure the questionnaire under the support of the network environment and assisted by interviews.The experimental students academic self-efficacy level and the analysis of measured data are analyzed.The fourth part is to construct a mobile learning strategy to improve the academic self-efficacy of minority students.Based on the results of research and analysis,according to theoretical guidance,relying on mobile learning platform and supporting software,we build digital learning resources and design Mobile Computer-Supported Collaborative Learning strategies,conduct action research;the fifth part is experimental research.In order to accurately grasp the effect of mobile collaborative learning on the improvement of academic self-efficacy of ethnic minority students,two groups of subjects were selected to carry out empirical research on mobile collaborative learning and autonomous learning,and to observe and count changes in the overall academic self-efficacy level of ethnic minority students;the sixth part is the summary and outlook.This part summarizes the conclusions,innovation and shortcomings of this study,and gives the direction of follow-up research.The research shows that: the academic self-efficacy of ethnic minority students in southern Xinjiang is generally in the middle level,there is no significant difference between minority students' gender and place of birth,and the level of students' academic performance self-efficacy is higher than that of academic behavior self-efficacy;Compared with self-directed learning,students are willing to participate in mobile collaborative learning activities;mobile collaborative learning can help raise the level of academic self-efficacy perception of minority students.