Research On The Online Presence Of Students In The Secondary Delivery Class Of Senior Middle School

With the deep integration of information technology and education,dual-line mixed education has become the new normal in education.Under the vigorous promotion of the "Three Classrooms" by the Ministry of Education,many excellent schools have used the special delivery classroom as an information platform for counterpart assistance to weak schools.Relying on the transfer classroom,excellent school main teachers can live broadcast high-quality course resources to "1+N" auxiliary classrooms simultaneously in different places,and give simultaneous teaching to students in different places.To a certain extent,the delivery class has expanded the coverage of excellent teachers and promoted the flow of high-quality educational resources.However,with the development of post-delivery classrooms,the problems existing in online teaching have become increasingly prominent.In order to explore the specific problems in the online teaching of the delivery classroom,this research paper takes the students of the auxiliary class of the delivery classroom in Y Middle School,Yiliang County,Kunming City,Yunnan Province as the research object,adopts the questionnaire method,interview method and classroom observation method,and explores the community theory as the cut-in.This paper analyzes the demographic factors that affect the online presence of auxiliary class students and the problems existing in online teaching,and finally puts forward appropriate suggestions for the problems,in order to provide a reference for the management and teaching of delivery classrooms.Overall,the study concluded as follows:From the perspective of demographic variables,there is no significant gender difference in the online presence of auxiliary class students,but there are significant differences in the four variables of grade,subject,age and grade.Specifically,sophomore students have higher online presence than senior three;liberal arts students have higher online presence than science students;younger students have higher online presence than older students;students with high grades have higher online presence than students Students with low grades.According to the classic theory of exploring the community,it is found that there are three problems in the online presence of the students in the auxiliary class of the Y middle school delivery class: First,in terms of social presence,the lack of classroom interaction leads to the lack of belonging of the auxiliary class students.It is manifested as the lack of emotional expression channels for the students in the auxiliary class,the lack of open communication opportunities between the students in the main and auxiliary classes,and the lack of group cohesion between the students in the main and auxiliary classes.Second,in terms of cognitive presence,the one-sidedness of inquiry activities leads to a decrease in the self-efficacy of students in auxiliary classes and the dimension of teaching presence.It is manifested that the stimulating events are higher than the cognitive level of the auxiliary class students,the collaborative inquiry is limited to the main class students,the information integration is restricted to the same class’ s cognitive level,and the problem solving is limited to a single level of learning tasks.Third,deviations in teaching behavior lead to a decline in the students’ sense of academic achievement in auxiliary classes.The teaching design and organization deviate from the learning needs of the auxiliary class students,promote dialogue and ignore the auxiliary class students’ communication needs,and direct teaching ignores the auxiliary class students’ evaluation feedback.Finally,based on the exploration of the classic theory of community and the specific problems and reasons existing in the courier classroom teaching,this paper puts forward some suggestions for improving the online presence of the auxiliary class students in the courier class.The second is to design appropriate inquiry activities to improve the cognitive presence of the students in the auxiliary class;the third is to improve the teaching behavior and enhance the teaching presence of the students in the auxiliary class.