Study On The Influencing Factors Of Deep Learning In Mixed Synchronized Classrooms

Deep learning is one of the hotspots in the field of education in recent years,and it is also the basic ability of citizens in the 21st century to adapt to social life.Learners must not only have a solid grasp of the knowledge of various disciplines,but also have the ability to learn autonomously,learn to learn,problem solving,critical thinking,application transfer,communication and so on.With the development of ICT in education and the "Internet+Education" has been widely used in the field of higher education.The reform and innovation of education can improve the learning quality,and new innovative classroom teaching came into being.The new type of mixed synchronous classroom teaching mode in colleges,universities has made up for the shortage of teaching resources and poor quality of learning that have occurred since colleges expanded their enrollment.The hybrid synchronous classroom relies on the smart classroom environment,turning large classes into small classes.A large number of learners are assigned to one main lecture class and M synchronous classes for small class learning.The M synchronous classes receive teaching information from the main lecture classroom through technically supported hardware equipment,including the learning situation of the students in the lecture room,the teacher's teaching notes,and teaching activities;The teacher uses a mix of multiple teaching strategies in the course teaching,so that students' learning runs through before class,during class and after class.However,the quality of students' deep learning under the hybrid synchronous classroom teaching mode is unclear,and there are still gaps in research on the influencing factors of students' deep learning under the new teaching mode.It is of great significance to study the quality of deep learning and its influencing factors in the mixed synchronous classroom teaching model.In view of the fact that the hybrid synchronous classroom teaching model has been practiced in colleges for a short time,but there is a lack of empirical research on the quality and influential factors of students' deep learning.The study investigated 292 students in a mixed synchronous classroom "Advanced Mathematics B" in a normal university in central China through questionnaires survey and interviews.The questionnaires used include "Deep Learning Scale" and "Deep Learning Influencing Factors Questionnaire".Using SPSS analysis software to statistically analyze the results,the main conclusions are as follows:under the mixed synchronous classroom teaching mode,the quality of deep learning of college students is at a good level,with an average of 3.65,indicating that the quality of deep learning is better for college students in the mixed synchronous classroom teaching mode.After examining demographic variables and deep learning,it was found that the quality of deep learning in first grade is significantly higher than the quality of deep learning in sophomores,and the quality of deep learning in non-normal students is significantly higher than that of normal students.Of students have significantly higher deep learning scores than students who prefer the traditional classroom teaching model.There is no significant difference in deep learning between male and female,and whether students have synchronous classroom experiences is no significant difference.The influencing factors of deep learning in hybrid synchronous classroom are reflected in three levels of individual students,scholars and environment,and the significant influencing factors in each dimension of deep learning are different.In the results of the interviews,the students raised the problems of "dragging the hall","the identity of the teaching assistant is not clear",and "difficulty of tasks" in the current practice of mixed-synchronous classroom teaching.In order to further improve the quality of deep learning of students in the new teaching mode of subject teaching practice,this paper combines data analysis and discussion of results,and proposes some strategies:(1)Reasonably design classroom teaching activities,plan and control the classroom Teaching time;(2)Establishing a system of code of conduct for teaching assistants,clarifying the role of teaching assistants;(3)Enriching evaluation strategies of mixed synchronous classroom teaching to promote students' reflection;(4)Improving network performance and promoting the development of diverse teaching.The special feature of this study lies in the empirical approach to explore the quality and the influencing factors of deep learning in the hybrid synchronous classroom.It provides a reference for the promotion and development of the new teaching mode of the hybrid synchronous classroom in colleges and even primary and secondary schools.It makes a useful supplement to the research on the practice of the new classroom teaching mode in the synchronous classroom.