A Study On The Optimization Of Platform Of Self-directed E-learning For Middle School Students By Introducing Level Competition Mode

With the integration of the Internet and education, middle school students through the independent E-learning platform for online learning has become increasingly com-mon. At present, the main problem of self-directed E-learning platform for middle school students is the single form of learning, no interest, lack of individuality, and it is difficult to stimulate the willingness of middle school students to learn online. Based on the ex-isting optimization ideas and cases, this study attempts to solve this situation by intro-ducing a level competitive learning model. We selected 120 students from a seventh grade in Wuhan, and experimented with the use of eprime software to simulate the real self-directed E-learning platform to conduct online, verifying the difference of the self-learning effect of the middle school students in different modes and exploring the differences of the learning effect of different types of students in the level competition mode.Self-directed E-learning effects include both learning process (self-learning inten-tion) and learning outcomes (learning test scores). Through the research, it is proved that the level competition model can promote the effect of self-learning of middle school stu-dents on the line, especially in the learning process (self-learning intention). At the same time, the academic performance, gender, self-regulated learning strategies of different student groups in the level of competition mode of learning effect is different. Mainly as follows:(1) Boys have no preference for individual or group form competition, girls prefer group level competition;(2) High academic performance or self-regulated learning strategies have significant promotion in the learning process (self-learning intention) and are more willing to take the initiative in the level competition model. The student groups with low academic per-formance or self-regulated learning strategies have significant promotion in learning outcomes (learning test scores), but there is no significant improvement in the willing-ness to learn independently in the competition mode; the middle level students are be-tween the two cases.On this basis, the author puts forward the following optimization suggestions to the current self-directed E-learning platforms.(1) In the middle school students self-directed E-learning platform can be intro-duced level competition learning model, including individual form level competition and group form level competition, in order to change the current situation of the single learn-ing form of the platform, and improve the interest of learning in it.(2) Self-directed E-learning platform can be based on the characteristics of different types of students to develop personalized learning:?For boys the individual form or group form of the level competition is the same;For girls, the use of group-level competition will be more effective.? Students with medium and excellent academic performance are highly engaged in level competition learning and do not need additional incentives; Students with low academic performance are able to add more incentives and feedback to enhance their learning motivation.? The difficulty of learning can be improved with the improvement of competition level, high-level learning is difficult, so that students with strong learning ability can continue to challenge the higher knowledge; low level learning is easier, so that students with less learning ability could experience better sense of accomplishment, so as to en-hance their willingness to learn more.(3) The self-directed E-learning platform can try to integrate more elements, such as the sense of realism, music, voice and so on, the competition model can be more diversi-fied, which will push the middle school students' learning process of self-directed E-learning platform more contextual and interactive.