| With the development of information technology,blended teaching has gradually become one of the popular teaching methods for teachers and students in colleges and universities,but when the number of course electives is large,teachers have a large teaching workload and cannot take care of each student,and students with poor independent learning ability face the "shallow and inefficient" learning dilemma.In addition,the hybrid learning environment has higher requirements for the information teaching ability of pre-service teachers.Therefore,the strategic research to promote deep learning of teacher training students is urgently needed.In order to enhance the identification of front-line teachers with the promotion of students’ deep learning strategies,this paper constructs a strategy framework for promoting deep learning in a hybrid learning environment based on the meta-analysis and practical problems of different teaching intervention methods for college students’ deep learning,and applies it to actual teaching practice,collects relevant data and analyzes them,and verifies the effectiveness of deep learning strategy construction in this study.The specific work and conclusions are as follows:(1)Using meta-analysis methods,the relevant literature on promoting deep learning and teaching strategy construction in hybrid teaching was sorted out,and the impact of different teaching intervention methods on students’ deep learning level was compared,and it was found that peer feedback,resource menus,and enhanced interaction could effectively promote students’ deep learning.Based on the "Deep Learning for College Students in Hybrid Learning Environment" scale,a questionnaire was designed to collect students’ classroom data to understand the difficulties and strategy suggestions of teachers and students in deep learning.It is found that students’ deep learning currently has the following problems: students’ deep learning motivation is not strong,high-order thinking is not cultivated,information technology teaching application practice is lacking,online platform resource update is lagging,and the assessment and evaluation system is not perfect.(2)Based on the research and related theoretical foundations,a strategic framework adapted to all aspects of blended teaching and promoting deep learning of teacher training students was constructed for the four dimensions of learning motivation,learning input,learning strategy and learning results.It mainly includes: guided excitation for learning motivation,teaching support for cognitive level,simulation drills for application situations,and strategy construction for the cultivation of higher-order thinking.(3)Taking the strategies of the above four aspects as independent variables,carry out quasi-experiments in the actual teaching course of "Information Technology Teaching Application",and implement them in the learning preparation part,knowledge construction part,knowledge in-depth processing part and evaluation feedback part respectively.Through questionnaire surveys,platforms and interviews,experimental data such as students’ Knowledge of information technology applications and deep learning level before and after questionnaires,works,information-based teaching design and course satisfaction were obtained,and the software was used to conduct qualitative and quantitative analysis to test the effectiveness of the proposed strategy in an all-round and multi-angle manner.It is found that after the implementation of teaching strategies,students in the experimental group are better than those in the control group,and significantly improve in the two dimensions of deep learning strategy and learning outcome.At the same time,the intervention of strategies has a certain role in promoting students’ learning enthusiasm,learning effectiveness and comprehensive ability cultivation. |
