Research On The Experiential Learning Of The Chinese Course In High School Under The Smart Learning Environment

The Standard of Chinese Course for General High Schools(2017 Edition)puts forward the goal of “Focusing on the exploration of teaching and learning methods in the context of information technology,and striving to realize the modernization of education”,while The Education Informatization Action Plan 2.0 clearly requires“ Carry out the exploration and practice of the Smart Education,and promote the reform and innovation of educational concepts and models,teaching content and methods."However,the current smart learning research and practice of Chinese course is relatively lagging behind some other courses.There are multiple reasons,on the one hand,the teaching thinking and learning mode of Chinese courses are relatively solid,and the integration with information technology is not close enough;on the other hand,because of the background of teachers’ discipline,Chinese course teachers’ acceptance and application ability of informatization teaching are often inferior to those of other disciplines.In the context of the rapid development of the Smart Education,some important and difficult issues in the Chinese courses have become more prominent.The inherent teaching thinking and course content have made students less interested in learning.The monotonous teaching method has also affected students’ learning initiative and enthusiasm.Influence,traditional course media make it difficult to improve teaching efficiency and learning quality.Therefore,in the teaching of Chinese courses,carrying out experiential learning research based on the smart learning environment has strong theoretical research value and practical significance.In the context of the rapid development of education informatization,on the basis of literature research,questionnaire and interview were used to investigate and interview the related research objects,this research has carefully analyzed the keys and difficult issues of Chinese course teaching,guided by the Smart Education thinking that conforms to the basic laws of Chinese course,and supported by smart devices and information technology.Carrying out a variety of learning activities,enhancing students’ participation in classroom learning and a sense of experience,and constructing a smart learning model for Chinese course(The 345 Model),which fully reflects thedeep connotation of "Smart Devices and Wise Person" in the Smart Education concept.And use the experiment method to carry on the concrete teaching practice to the teaching mode,draw the research conclusion through the teaching research experiment.The teaching practice of this research is to take students from a high school in Kunming as the research object,and set up experimental classes and control classes.The experiential learning mode under the smart learning environment is implemented in the experimental classes,and the control classes use traditional multimedia teaching methods.During a term of teaching practice,the course data was collected,recorded,and statistics through questionnaires,interviews,online and offline tests,and other methods.The data analysis shows that the students’ learning interest and quality have been improved to a certain extent.It has initially verified the applicability and effectiveness of the experiential learning model in the smart learning environment in high school Chinese course.Theoretical research and teaching practice provide a set of instructional design solutions with reference value and feasibility.