An Empirical Study Of Primary School Students’ Learning Experience In Museum

Since the 21st century,economy,science and technology,society as a whole show the characteristics of rapid development,the development of basic education should also follow the pace of the development of the information age.The traditional basic education mainly takes place in the classroom in the school.Nowadays,with the great abundance of social resources and the attention to informal learning outside the school,the research of museum s as an important public education institution has gradually become a topic associated with improving the quality of education.At the same time,as the main body of learning,students’ visiting and learning in various museum s is also a process of improving their ability of independent exploration,updating their cognitive level and improving their learning methods.With the continuous upgrading and improvement of museum construction,the cooperation activities between primary and secondary schools and museum s are gradually getting closer.Paying attention to the occurrence of students’ learning in museum s has become an important basis for improving the quality of learning and future museum construction.However,from the perspective of the existing research on museum learning,there are few researches on the construction of students’ learning experience in museum learning activities.Therefore,this study mainly focuses on how students’ learning occurs in museum s and the construction of their learning experience.Through analyzing the current situation of primary school students’ learning experience based on museum activities and its influencing factors,this paper analyzes the current situation of primary school students’ learning experience from the aspects of support resources,independent exploration,self-learning,self-learning and self-learning This paper analyzes how it affects the construction of learning experience of primary and secondary school students in museum s from the four dimensions of teacher guidance and peer interaction,and puts forward suggestions on the design and practice of current primary school students’ museum s activities combined with relevant literature researchThis research is mainly based on questionnaire survey,supplemented by literature analysis and interview.On the basis of sorting out the previous domestic and foreign literature on museum learning and learning experience,referring to the theoretical basis of museum learning and learning experience and the relatively mature measurement scales at home and abroad,the questionnaire on the current situation of primary school students’ learning experience in museum s was compiled.541 primary school students from two schools in C City were selected to measure the pre questionnaire and formal questionnaire Spss26.0 and amos25.0 were used for reliability and validity test,description,difference,correlation,regression analysis and structural equation modeling analysis.The main findings of this study are as follows: the overall situation of the construction of learning experience based on museum s of students’ learning activities in museum s and its dimensions show a positive trend,each sub dimension including support resources,independent exploration,teacher guidance and peer interaction is higher,but the intensity of each level is different,the average score of situational awareness is the highest,followed by literacy generation and effective participation.At the same time,there are significant differences in primary school students’ learning activities in the museum s due to different factors such as "gender","times of school led visits","times of parents led visits","average time of each visit","whether they like the museum activities","personal interest and previous experience".Among them,the more visits and the longer the duration,the more positive the overall perception and construction of learning experience of students.The overall perception and construction of learning experience of students with more personal previous experience is significantly higher than that of students without preview knowledge.Support resources,independent exploration,teacher guidance and peer interaction are significantly positively correlated with the status quo of students’ learning experience.According to the correlation coefficient,the correlation between independent exploration variables and the status quo of students’ learning experience is the strongest in the sub dimensions of influencing factors.Support resources,independent exploration and teacher guidance have higher correlation with effective participation than the other two dimensions.The regression analysis can explain 62.8% of the variance of "learning experience construction",and the predictive model formula is: learning experience construction =0.510+0.210 * support resources + 0.266 * independent exploration + 0.175 * teacher support + 0.350 * peer interaction.It can be seen from the model that peer interaction has the highest explanation rate for learning experience.In the validation of structural equation model,we can see that the overall level of the correlation between independent exploration and peer interaction on the dimensions of learning experience is higher than that of support resources and teacher guidance.We can deduce that the influence level of independent exploration and peer interaction on the construction of primary school students’ learning experience is also higher than other factors.According to the analysis of the questionnaire data and the collation of the interview,there are still some problems that need to be improved: the gap between the implementation status of primary school students’ museum learning activities and the actual needs of students still exists;the meaningful construction of students’ learning experience has not been paid enough attention;the promotion and long-term stable practice of museum learning activities still need to be paid attention to.Through the above research,combined with the current literature,based on the current situation of learning experience and the influencing factors,combined with the three dimensions of learning experience,this paper puts forward some countermeasures to improve the effectiveness of the construction of primary school students’ learning experience,including: promoting the cooperation between home and school libraries,developing multiple museum activity support resources;developing new ideas of activity design,connecting students’ knowledge and experience construction;standardizing professional educators We should pay close attention to the students’ learning experience,excavate the problem field of exhibits,and deepen the effective interaction among students.To provide reference for primary school students to build a more meaningful learning experience in the museum activities.