Research On The Influencing Factors And Implementation Paths Of Personalized Learning In High School Mathematics In Smart Classroom

The smart classroom based on an information perspective provides an intelligent and efficient classroom environment for teaching and learning,revolutionizes the teaching concept,creates conditions for the personalized development of students,and is one of the trends in the future development of education.China Smart Education Blue book 2022 clearly states that it is important to provide each learner with an education that suits his or her own development,so that teaching according to ability can truly become a reality.As a result,personalized learning has become one of the hot issues of concern for educators today,and is the focus of curriculum and teaching reform in China at this new stage of educational development,laying the foundation for the holistic development of individual students and the enhancement of their creative abilities.In order to meet the trend of the times,teaching in a smart classroom environment is a new teaching model that helps to help and analyse the development needs of students,as they do not know themselves well enough to complete personalized learning independently and efficiently.Based on the current situation of personalized learning in high school mathematics in the smart classroom environment,this paper combines relevant theories to construct a model of the factors influencing personalized learning in high school mathematics in the smart classroom environment and the implementation paths,and verifies the model through research data analysis.At the same time,the feasibility of the pathway is demonstrated through teaching practice,with a view to enhancing students’ personalized learning ability.Firstly,through combing and analyzing the research results related to smart classroom and personalized learning at home and abroad,we further grasp the latest research status and future development of the influencing factors and implementation paths of personalized learning in high school mathematics under the environment of smart classroom.It also provides an overview of the development,theoretical and practical research on smart classrooms in China.At the same time,the theoretical and practical research on personalized learning will be reviewed and summarized.In addition,research related to personalized learning in the smart classroom environment is summarized,and finally,a review of relevant literature from home and abroad is presented.Secondly,the current situation of personalized learning in senior secondary mathematics in the smart classroom environment is analyzed.The research was conducted in five dimensions,including learning environment,learning attitude,learning methods,learning process and learning outcomes;and through the statistics and analysis of the survey results,the problems of the current situation of personalized learning in senior secondary mathematics in the smart classroom environment were identified,and the causes of them were analyzed,and the influencing factors were initially identified to lay the foundation for the subsequent study.Once again,based on the problems and influencing factors identified in the above study,theory was used to link practice and identify 11 factors affecting personalized learning in high school mathematics in a smart classroom environment,such as classroom environment,class activities,teaching-learning interaction,teaching ability,effort expectancy,learning methods,learning motivation,self-efficacy,cognitive behaviour,perceived usefulness and effective promotion of personalized learning.From this,a preliminary model of the influencing factors is proposed.The research variables were also defined and 19 relevant research hypotheses were proposed,followed by the measurement of the variables to form a questionnaire on the influencing factors of personalized learning in high school mathematics in a smart classroom environment.Based on this questionnaire,a small-scale pre-study and a formal study were conducted to validate the model of influencing factors through descriptive statistical analysis,reliability and validity tests and correlation tests on the data results,and to analyse the results of hypothesis testing.The findings were that the classroom environment has a significant impact on personalized learning,classroom activities have a significant effect on personalized learning,teaching interaction has a hidden impact on personalized learning,classroom activities have a significant effect on personalized learning,teachers’ teaching ability affects students’ personalized learning,effort expectations have a positive effect on students’ personalized learning,the use and choice of learning methods affects students’ personalized learning,motivation is conducive to promoting personalized learning,students’ self-efficacy is conducive to promoting the process of personalized learning,and cognitive behaviour affects personalized learning.Finally,based on the results of the hypothesis test of the influencing factor model,the implementation path of personalized learning in high school mathematics under the smart classroom environment was constructed from the perspectives of the teaching concept of personalization,personalized teaching,personalized learning,personalized evaluation and the guarantee mechanism of the personalized learning model,respectively.To verify its rigour and feasibility,the implementation of personalized learning in senior secondary school mathematics in a smart classroom environment was compared with that of traditional teaching and learning through the selection of an experimental control class in a senior secondary school.Based on the data from the quasi-experimental study,the implementation of personalized learning in senior secondary mathematics in a smart classroom environment was validated,and the results showed that the pathway improved teaching effectiveness and learning efficiency.The feasibility of the implementation path was also demonstrated through a statistical comparison of students’ post-test mathematics scores in the experimental and control classes,leading to the conclusion that the implementation of personalized learning in mathematics for students helped to improve the quality of teaching and learning.