Researches On Classroom Instruction Within The Environment Of Digital Convergence

E-education characterized by wide-use of ICT has become the main tendency of the innovation of classroom teaching. The study, based on relative researches undergoing home and abroad, starts by expounding the development of information science and e-learning and focuses on the practical concerns of basic educational reforms and classroom teaching innovation. Taken the transformation of classroom teaching environments as the core of the study, the dissertation retrospects and concludes the processes and orientations of technology-supported teaching through the approach of literature analysis. Then it analyzes the existing dilemma of classroom teaching and proposes strategies on constructing a new classroom teaching environment involved digital convergence in order to cope with some problems in present classroom teaching. Furthermore, by means of para-experimental research, questionnaire, statistics analysis, video record analysis and other digital processing methods, the dissertation, which is directed by synergistic learning, mastery learning, systems science theory and design theories of learning environments, conducted a case study on classroom teaching consisting of the e-board and simultaneous feedback-centered teaching system. Additionally, by analyzing the actions, cases, data and materials concerned, it intends to display some changes of the classroom teaching under the environment of the digital convergence. Finally, it concludes the practical framework and teaching models of classroom teaching with digital convergence, which is supposed to contribute to the research and development of e-learning in future.This dissertation falls into three sections: introduction of background knowledge, theoretical framework, and the empirical study.The first section mainly elaborates the purpose, questions and the major theoretical principles of the research. In the sub-section of introduction, the background of argumentation of the research is mainly described. In the sub-section of Chapter One, it analyses the essence of technology, and the development of the educational technology, and shapes into the rational knowledge that technology can be used to support educational reform.The second section is composed of 3 chapters. Based on the first section, Chapter Two, beginning with the introduction of the digital convergence, analyses the digital convergence and the digital convergence of educational technology, focuses on the physical environment and problems existing in the classroom E-teaching, and puts forward the notion that the technique of digital convergence can be adopted to construct the new environment of classroom E-teaching. Chapter Three concretely presents a review of the literature on the research home and abroad relevant to the current research. Chapter Four proposes the teaching functions of the interactive e-board and simultaneous feedback-centered teaching system, constructing the teaching framework of low-density digital convergence classroom e-teaching. Two kinds of technological systems in the framework are introduced specifically, and the traditional blackboard teaching and the multi-media teaching are compared and analyzed from the two aspects of technological features and functions of teaching.The third section, which consists of 3 chapters, touches upon the empirical study of the framework. Chapter Five focuses on the introduction of the current study methodology, including the technological routes, instruments, processes, data collection and analysis, etc. Chapter Six reports and discusses the results of the empirical study, based on the analysis and discussion of the data and materials. Chapter Seven sums up the dissertation, points out the limitations of the present study and gives some suggestions for future research.