Study On The Influencing Factors Of Learning Engagement In Primary School Chinese Classroom Under The Interactive Electronic Whiteboard Environment

As an inevitable product of the rapid development of modern educational technology,interactive electronic whiteboard not only has the powerful function of modern multimedia teaching,but also retains the advantages of traditional blackboard teaching,plus its own powerful interactive function,which makes it widely popularized and applied in the field of education.The emergence of interactive electronic whiteboard not only makes teachers’ teaching methods change dramatically,but also makes students’ learning methods more diversified,which is more conducive to students becoming masters of learning.The results of previous studies show that students’ input level is closely related to their learning achievement,so it is particularly important to study the input degree and influencing factors of primary school Chinese classroom learning under the interactive electronic whiteboard environment.By combing the research results of learning input at home and abroad,this study draws three dimensions of learning input,namely,behavioral input,cognitive input and emotional input,and discusses the factors that affect the classroom learning input of primary school Chinese in the environment of interactive electronic whiteboard from students’ personal factors,interpersonal interaction factors and teaching design factors.By means of questionnaire survey,teacher interview and classroom observation,and data processing software SPSS25.0 the research data are analyzed.The results showed:(1)In the environment of interactive electronic whiteboard,the primary school Chinese classroom study input condition is not well,the concrete manifestation is: the student’s non-investment behavior will increase with the class time extension,the student cooperation consciousness is relatively weak and so on;(2)In the environment of interactive electronic whiteboard,students’ behavioral input,emotional input and cognitive input have certain grade and gender differences;(3)In the interactive whiteboard environment,students’ intimacy,self-efficacy and technology acceptance are positively correlated with their classroom input,while cognitive load is negatively correlated with their classroom learning input;(4)The factors of interpersonal interaction have a significant impact on students’ engagement in Chinese classroom learning.The higher the degree of interaction,the higher the level of students’ engagement in Chinese classroom.(5)Intimacy,self-efficacy,technical acceptance and interpersonal interaction factors have significant internal correlation,which will indirectly affect the level of learning input of primary school students;(6)In the process of teaching,teachers’ choice and application of evaluation method,teaching method and technology will have a certain impact on students’ classroom learning input;According to the research conclusion,the author puts forward the strategy of improving the primary school Chinese classroom learning engagement under the interactive electronic whiteboard,and carries on the teaching practice,and further amends the strategy of improving the primary school Chinese classroom learning engagement under the interactive electronic whiteboard environment.