The Study On The Influence Of Teacher-student Interaction On Students’ Learning Satisfaction In Secondary Vocational Mixed Classroom

With the rapid development and application of information technology in the field of education and teaching,"Internet + vocational education" has become a hot education mode in secondary vocational colleges,and the mixed classroom mode has become the main means of carrying out information teaching in secondary vocational colleges.Improving students ’learning satisfaction is the core issue most concerned about in the field of educational research and practice.As an important guarantee to improve students’ satisfaction with students’ learning,their research has been paid increasing attention to.In order to understand the influence of teacher-student interaction on student satisfaction under the mixed classroom mode,this paper takes the civil and water conservancy major in secondary vocational schools as an example to explore the influence factors of teacher-student interaction on students’ learning satisfaction,so as to provide an empirical basis for subsequent related research.This paper takes Social communication theory and constructivism theory as the theoretical basis,combines the existing research and interviews with secondary vocational students to construct the influence factor model of students ’satisfaction,designs the questionnaire on the influencing factors of teachers and students’ interactive satisfaction,and puts forward the corresponding research hypothesis.50 students majoring in civil water conservancy in grade one,senior two and senior three of X School were randomly selected as the test objects.50 valid questionnaires and the effective rate reached 100%.Using SPSS26.0 software for reliability analysis,the reliability coefficient is 0.939,and the revised reliability coefficient is 0.949,with high reliability.Shanxi Province three civil water conservancy professional opened earlier,experienced secondary vocational colleges 365 students for the research object of formal distribution and recycling,using SPSS26.0 questionnaire reliability analysis,the reliability of the questionnaire and the overall reliability is greater than 0.7,the questionnaire has high consistency,the questionnaire design is reasonable and effective.Exploratory factor analysis and principal component analysis were conducted using SPSS26.0.There were no invalid items in the questionnaire,and the items corresponding to different dimensions were consistent with the dimension division of the original questionnaire,so the division of items in each dimension of the questionnaire was reasonable.Confirmatory factor analysis was conducted using AMOS21.0software,and the structural validity test,convergence validity test and discrimination validity test of the measurement model were conducted respectively.The constructed measurement model has a good fitting degree,each potential variable has a high representation of the corresponding dimension,an obvious correlation between the six dimensions,and the discriminatory validity of the questionnaire data is reasonable.An independent sample T-test was used to explore whether there were significant differences in students ’learning satisfaction,and one-way ANOVA was used to explore whether there were any significant differences in students’ learning satisfaction among different grades.The analysis results of the questionnaire data showed that:(1)the satisfaction of civil engineering and water conservancy students in secondary vocational schools with the interaction between teachers and students in mixed classes exceeded 3 points and was close to 4 points,and the satisfaction degree reached or was close to the satisfactory level.(2)The interaction dimension has a significant positive impact on satisfaction,gender and grade have a regulatory effect on satisfaction.(3)The satisfaction of civil and water conservancy majors in secondary vocational schools with teacher and student interaction in the mixed classroom mode is higher than that of girls in gender.In terms of grade differences,there is no significant difference in interaction time and interaction content dimensions in different grades,but there are differences in other dimensions.In order to improve the satisfaction of students with the interaction between teachers and students in the mixed classroom mode of civil and water conservancy,this paper proposes the following targeted measures: teachers should clarify the importance of teachers and students,drive students’ interaction initiative;reasonably plan the time and frequency,and carefully select the contents and tools;pay attention to the gender and grade differences of students,and conduct the holistic and targeted interaction between teachers and students.