Research On The Influence Of Teaching Interaction On Deep Learning Of College Students In Blended Learning Environment

Blended learning combines the advantages of traditional and online learning methods,more fully embodies the initiative,initiative and creativity of the student body,and has become a new trend in educational reform.Deep learning is a kind of high-level learning that develops students’ higher-order thinking skills and is the ultimate goal of teaching and learning.There is an interaction between individual students,learning behaviour and the learning environment in the blended learning process,which has an important impact on deep learning.What is the current state of pedagogical interaction and deep learning among university students in blended learning environments? Does pedagogical interaction have an impact on deep learning? If so,what is the impact? In response to the above problems,this paper adopts the literature research method,survey research method and empirical research method based on constructivist learning theory,metacognitive theory and teaching interaction hierarchy tower theory to explore in depth the factors influencing teaching interaction on students’ deep learning in a blended learning environment.At the same time,suggestions for improvement are put forward with a view to promoting students’ deep learning and providing theoretical and practical guidance for the study of deep learning based on teaching interaction in a blended learning environment.The main work completed is as follows:(1)Theoretical model construction.By combing and analyzing the literature related to deep learning and teaching interaction at home and abroad,the teaching interaction is divided into four dimensions: teacher-student interaction,student-student interaction,student-content interaction and self-interaction,and deep learning is divided into three aspects: cognitive level,ability level and emotional state.Based on the model of teaching interaction in distance learning,the model of the influence of teaching interaction on deep learning in a blended learning environment is constructed and the research is proposed Hypothesis.(2)Research instrument design.Referring to the more mature evaluation systems and scales of domestic and foreign scholars in teaching interaction and deep learning,the evaluation systems and scales were revised by expert deliberation and other means,and based on this,a questionnaire was designed and a sample pretest was conducted.Based on the complementary quantitative research,an interview outline was designed and interviews were conducted.(3)Study implementation and empirical analysis.SPSS 25.0 and Smart PLS 3.3.9 were used to statistically analyze the data from the 336 valid questionnaires returned for descriptive statistical analysis,analysis of variance,correlation analysis,model fitness testing,and hypothesis testing.(4)The presentation of strategic recommendations.Based on the data analysis and interview results,suggestions are made on how to enhance teaching and learning interactions and improve students’ deep learning from three perspectives: schools,teachers and students.The study found that:(1)The path coefficients of teacher-student interaction,student-student interaction,student-content interaction and self-interaction on cognitive level were 0.283,0.066,0.224 and 0.240 respectively,namely teacher-student interaction,student-content interaction and self-interaction had a significant positive effect on cognitive level,while student-student interaction did not have a significant effect on cognitive level,and its effect was shown as teacher-student interaction > self-interaction >student-content interaction > student-student interaction.The effect of student-student interaction on cognitive level was not significant.(2)The path coefficients of teacherstudent interaction,student-student interaction,student-content interaction and selfinteraction on competence level are 0.200,0.278,0.178 and 0.139 respectively,namely there are significant positive effects of teacher-student interaction,student-student interaction,student-content interaction and self-interaction on competence level,and their effects show that student-student interaction > teacher-student interaction > studentcontent interaction > self-interaction.(3)The path coefficients of teacher-student interaction,student-student interaction,student-content interaction and self-interaction on affective state were 0.223,0.160,0.180 and 0.217 respectively,namely there was a significant positive relationship between teacher-student interaction,student-student interaction,student-content interaction and self-interaction on affective state,and their effects were expressed as teacher-student interaction > self-interaction > student-content interaction > student-student interaction.Synthesizing the above findings,the following recommendations are made to schools,teachers,and students:(1)For schools: reform the teacher evaluation system to meet the needs of teachers;attach importance to the application of educational technology and strengthen teacher skills training.(2)For teachers: pay attention to the individual differences of student groups and organise teaching activities flexibly;attach importance to the leading role of teachers and strengthen students’ interactive initiatives.(3)For students: pay attention to peer interaction effects and create an effective cooperative learning environment;accurately grasp their own learning situation and strengthen the cultivation of basic knowledge skills and practical abilities.