Research On Student Participation In Remote Synchronous Classroom From The Perspective Of Positive Psychology

Based on the theory of educational communication,positive self-theory,immersion theory and emotional cognition-information theory,this paper combines the characteristics of remote synchronous classrooms to explain the participation of students in remote synchronous classrooms.The status quo,analysis of its causal relationship.Taking the teachers and students of the 8th and 13 th classes of the second grade and the 13 th class in the Kangding Middle School of Ganzi Prefecture as the research object,the students were surveyed by questionnaires,interviewed by teachers in the form of interviews,and their actual status was recorded in the form of classroom recording.Use the data to analyze the situation of each educational element in the remote synchronization classroom and its impact on student participation.It is concluded that the degree of participation of students in remote synchronized classrooms will affect students' academic performance.To improve students' academic performance,it is necessary to improve the participation of students from various educational elements.Finally,based on the status quo of student participation in remote synchronization classroom and its influencing factors,the overall strategy of optimizing the participation of students in remote synchronization classroom is proposed to solve the problem that the classroom efficiency is not high and some students' performance is not ideal,which is convenient for subsequent optimization management and effective remote improvement.Synchronize the class.This paper is divided into five parts:The first part puts forward the research background of the students' participation in the remote synchronization classroom,discusses the purpose and significance of the research,and clarifies the current status and shortcomings of the research on the participation of students in the remote synchronization classroom.Through literature research and combined with the characteristics of remote synchronization classroom,education communication theory,positive self-theory,immersion theory and emotional cognition-information theory are the relevant theoretical foundations,which provide a solid theoretical basis for conducting research and subsequent analysis.In the second part,based on the literature research,the external performance dimension of the students' participation in the remote synchronous classroom is summarized.Through the questionnaire survey,classroom observation and actual recording,the status quo of the students' participation in the remote synchronization classroom in Kangding Middle School is collected and analyzed,and the students' participation and academic achievement are discussed.Correlation.In the third part,based on the literature research,the factors influencing the participation of students in the remote synchronous classroom are summarized.The data are collected through questionnaires,the correlation coefficient between eachinfluencing factor and student participation is analyzed,and the irrelevant factors are discarded to construct a relatively complete The system of influencing factors of student participation in remote synchronization classrooms.The fourth part,combined with the influence of students' participation in synchronous classrooms on academic performance and the influencing factors of students' participation in synchronous classrooms,constructs a general model of the mechanism of causality in student participation in remote synchronized classrooms.According to the model,the optimization strategies for the participation of students in the remote synchronization classroom are given respectively.