| In recent years,the form of online learning has deepened into the field of basic education,but at the same time,there are also problems in students’ poor learning adaptability and poor learning effect.The related researchers attribute a series of factors impeding online learning into online learning obstacles.Only by eliminating online learning obstacles can the development of online learning be promoted.Because of the influence of the high school and the pressure of higher learning,the online learning and the traditional way of learning have a certain conflict,and the construction of the online learning resources and platform is not mature enough,and the development of online learning is not optimistic.In order to understand the online learning obstacles of middle school students,most researchers rely on an online learning platform to analyze the online learning obstacles of middle school students in the relatively mature online learning environment such as net school and distance education.In order to better understand the online learning status of middle school students,and to explore the causes of online learning obstacles,the thesis takes the middle school students who participated in the online learning platform of Suzhou New Orient middle school as the research object,and through the empirical analysis to understand the students’ online learning obstacles.In this study,basing on the representative research scale at home and abroad,combining the interaction distance theory,metacognitive theory and independent learning theory to divide and modify the related dimensions of the scale,the online learning obstacles scale is designed,including six dimensions: the obstacle of interaction between teachers and students,the obstacle of teaching design,the cognitive obstacle,and the obstacle of teaching and learning.Technical obstacles,learning obstacles,learning time and support obstacles.On the basis of descriptive analysis and factor analysis of the six dimensions,the factors that affect online learning obstacles and the relationships among the obstacles are discussed through the analysis of differences and correlation analysis.In order to further study on how online learning obstacles affect students’ learning effect,we draw lessons from the domestic online learning effectiveness scale,and propose a hypothesis based on online learning theory,and seek the relationship between online learning obstacles and online learning effectiveness through correlation analysis and regression analysis.The questionnaires were distributed in two forms:the paper version and Wenjuanxing.212 valid questionnaires were collected.The main conclusions are as follows:(1)From the results of descriptive analysis and factor analysis,students perceive different obstacles.In terms of average,learning time and support obstacles are the highest,followed by cognitive impairment and learning motivation obstacles,which show relatively small obstacles in teacher-student interaction obstacles and instructional design obstacles,and the technical level is the least.Factor analysis is used to effectively explain the formation of the six factors through factor rotation component matrix.(2)In the difference analysis,there are no significant differences between the gender and grade in all dimensions.The other online learning experiences,online learning purposes,online learning skills,online learning effects,online learning fun,and the possibility of participating in online courses in the future show significant differences in the different levels of learning obstacles.(3)In the correlation regression analysis,there is a significant correlation between all the obstacles(P<0.01).Among them,the relationship between the teacher student interaction disorder and the teaching design obstacle,the learning motivation obstacle and the learning time and support disorder,the learning motivation obstacle and the cognitive impairment were the highest correlation of the three variables(P<0.001).There is a significant negative relationship between online learning obstacles and online learning effectiveness.Based on the data and interview results,the causes of online learning obstacles mainly come from three aspects: students,teachers and environmental factors.After the analysis of the causes,according to the theory and the analysis of the orientation of the four teachers,managers,students and parents,the countermeasures are put forward from four aspects:(1)Teachers should analyze the nature of the subject,organize the course content rationally,attach importance to the design and push of teaching resources,improve the interaction between teachers and students,pay attention to the needs of the students and pay attention to the students.Dynamic,guide students to study independently.(2)Managers should pay attention to teacher training,improve the online learning concept,optimize the function of the platform,create a good learning environment,pay attention to teachers’ feedback,and improve the effect of support service.(3)Students need to clear their learning goals,reflect on the results of learning,self-plan and study time,improve self-study motivation,promote group communication,share learning experience,eliminate bad mood and do psychological counseling.(4)Parents need to change their traditional concepts,correctly understand online learning,actively cooperate with managers,timely feedback,and take appropriate intervention measures. |
