Study On The Outcome-Oriented Influencing Factors Of Student Satisfaction In Modern Educational Technology Course

In the era of education informatization,it is imperative to comprehensively improve teachers' informatization-based teaching level,and the cultivation and improvement of pre-service teachers' informatization-based teaching ability are also concerned.As a product of the combination of modern education concepts and modern information technology,the course “Modern Education Technology” is responsible for cultivating and improving the normal students' information-based teaching ability.However,for a long time,the teaching of the course is mainly designed and carried out under the “knowledge-based” framework and the pursuit and design of outcome-based teaching are insufficient,to some extent,caused students' insignificant learning results and reduced students' learning satisfaction.Students' enthusiasm for learning in this course is not high,learning interest is too low,learning engagement is insufficient and the teaching effects is poor.On the whole,Researches on the curriculum of Modern Education Technology by Chinese scholars have put forward the direction of the curriculum reform in the future,key points and some new teaching design ideas.However,the research on students' satisfaction is relatively insufficient,especially lack of empirical in-depth research.In fact,students' satisfaction,as an important learning attitude,affects not only all aspects of students' learning,but also the actual effect of curriculum teaching reform.The idea of outcome-based education advocates that teaching should be guided by students' learning outcome,and emphasizes the internal connection between learning attitude,learning outcome and teaching reform.This idea highlights the important value and importance of the research of student' satisfaction in curriculum and teaching reforms.This study is guided by the idea of outcome-based education,explores the impact of the achievement degree of the expected learning outcomes of students in the Modern Educational Technology curriculum on students' learning satisfaction,and then proposes corresponding countermeasures and suggestions.First,on the basis of literature study and interviews,this study preliminarily proposed the factors of learning outcomes that may affect students' satisfaction in Modern Educational Technology courses: learning outcomes in cognitive,emotional and spiritual fields.Based on this,a model of influencing factors of students' satisfaction based on learning outcomes is constructed.Thereafter,a questionnaire on students' achievement degree of expected learning outcomes and students' satisfaction in Modern Educational Technology courses was compiled and tested by means of interview,lectures,project analysis,reliability and validity analysis.And normal university students participating in the course were surveyed to collect the data needed for this study.In this study,statistical tools are used to organize the data,conduct quantitative statistical analysis,test and modify the theoretical model to analyze the effects of various variable on students' satisfaction,and finally,According to the analysis results,this paper put forward countermeasures to improve students' satisfaction.This study found that there is a significant correlation between students' learning outcomes in the three major areas of cognition,emotion,and spirit.Among them,the achievement degree of expected learning outcomes in the field of cognition and emotion has a significant impact on student's satisfaction.Based on this,this study advocates that the teaching of the Modern Educational Technology course should focus on the guidance of the outcome-based teaching concept.Guided by the students' learning outcomes,this paper aims to improve the achievement degree of students' expected learning outcomes by improving the teaching design,teaching objectives and teaching evaluation mechanism,and then achieve the purpose of improving students' satisfaction and teaching effect.This study focuses on the internal relationship between learning attitude,learning outcomes and teaching reform,and advocates the outcomebased teaching design and pursuit.The research results can provide a decision-making reference for teaching reform that breaking the “knowledge-based” teaching and carrying out the “outcome-based” teaching.