| In recent years,the cultivation of students'deeper learning ability has attracted extensive attention from the educational circles and academic circles.At present,the research on deeper learning mainly focuses on the cognitive domain,while the research on interpersonal domain and self-domain is less involved.In many people's stereotypes,in-deeper learning ability in interpersonal domain is formed and cultivated in the living situation,while in classroom situation,it is more developed in the cognitive domain.However,with the development of education informationization into the 2.0 era,the creation of classroom environment has been transforming and changing constantly with the characteristics of rich technology and interaction,all of which create conditions for the cultivation of deeper learning ability in the domain of interpersonal learning in the classroom environment.Therefore,this study attempts to explore the relationship between technology-rich classroom environment and deeper learning in the interpersonal domain from the classroom environment.The main problem to be solved is:to what extent can the classroom physical environment,social environment and classroom psychological environment in the technology-rich classroom environment predict the development level of College Students'ability of deeper learning in the interpersonal domain?In order to solve this problem,three sub-problems are further divided into three parts:first,the current situation of deeper learning in the interpersonal domain of College students;second,the interaction among physical,social and psychological environments in the technology-rich classroom environment;and third,the influence of the technology-rich classroom environment on deeper learning in the interpersonal domain.Literature research method,questionnaire survey method and interview method was used in this study.Based on the reading and combing of relevant research literatures such as“deeper learning”and“technical enrichment classroom environment”,the concepts of“deeper learning”,“deeper learning in interpersonal domain”and“technical enriched classroom environment”are defined,and a technology-rich classroom environment is established.A relational model of deeper learning in the interpersonal domain and corresponding research hypotheses.At the same time,based on the previous research,the content design of the questionnaire and interview outline is carried out.Using the questionnaire to collect 120 valid samples of college students who have been in the semester of the smart classroom,and through the corresponding statistical analysis methods to understand the current situation of deeper learning in the interpersonal domain of college students,and explore the relationship between the environmental elements of the classroom environment rich in technology.And the impact of technology-rich classroom environments on the deeper learning in the interpersonal domain.Semi-structured interviews with 11 students who taught a semester course in a smart classroom using an interview outline,to understand the impact of a technology-rich classroom environment on their learning,and their vision of an ideal classroom environment.The results show that:?1?The status quo of deeper learning in the interpersonal domain of college students:the average value of each ability index?with the highest score of 5?is above 4 points,at the upper middle level;the standard deviation and the full distance score Looking at it(SD?total?=0.49,R=2.15),there is still a gap in the level of deeper learning ability among students.?2?On the interaction between technology-rich classroom physical environment,classroom social environment and classroom psychological environment:Using Pearson correlation analysis,the three variables are highly correlated with each other?P>0.7?;Regression analysis shows that the technical rich classroom physical environment and classroom social environment have positive impact on the classroom psychological environment,and both reached a significant level of 0.01.Among them,the classroom social environment has a higher explanatory power to the classroom psychological environment(??TRCPE-CPE?=0.296<??CSE-CPE?=0.572).?3?The impact of technology-rich classroom environment on deeper learning in interpersonal domain:The results of linear regression analysis show that technology rich classroom physical environment,classroom social environment and classroom psychological environment are positively affecting the deeper learning of interpersonal domains of college students,and Both reached a significant level of 0.01;further regression analysis showed that when the three environmental variables act simultaneously,all three will have a positive impact on the students'deeper learning effect in the interpersonal domain,but only the classroom psychological environment.The positive effect of the effect reached a significant level of 0.01.Further data analysis results show that the direct impact of classroom psychological environment on deep learning in interpersonal field is 0.713,and the indirect impact value of technology-rich classroom physical environment and classroom social environment on interpersonal depth learning is 0.211 and 0.408,respectively.The analysis of the interview text further illustrates that the technology-rich classroom environment has a positive effect on the cultivation of deeper learning ability in the interpersonal domain.The students are deeply touched by the“in-group safety atmosphere”created by the group members in the classroom psychological environment and the“teacher-created”Fair and friendly classroom atmosphere.Based on the results of questionnaires and interviews,the paper finally puts forward suggestions on the future classroom environment creation from two aspects:the creation of a humanized physical environment and the creation of a harmonious learning atmosphere,with a view to promoting the development of learners'abilities related to in deeper learning in the interpersonal domain through the creation of a good classroom environment. |
PDF Full Text Request