Research Of Learning Experience In Synchronous Classroom-based On SERVQUAL Model

Promoting the balanced development of regional basic education in order to achieve quality education as result is an important task in the development of education in China.Especially at present,because of the shortage of high quality teachers,such as geographical location and teaching scale,the problems of weak courses such as music,art,English and other weak courses are serious,which have become the "last kilometer" of the balanced development of basic education in China.Therefore,information and basic education balanced development of Hubei cooperative innovation center in Hubei province Xian'an district as the first experimentation area to carry out the experimental and practical exploration of information promotion of the balanced development of regional basic education,through the synchronous interactive mixed classroom to realize the sharing of urban quality teachers to agriculture and village teaching points,help them to open up Set up a state prescribed course.Synchronous interactive mixed classroom is a new form of high-quality teacher sharing.Educational researchers have paid high attention to it.The previous research on synchronized interactive classroom is mainly focused on three aspects of the physical environment,the management model and the teacher's teaching in the synchronous and interactive mixed classroom,while the research from the student angle is very few.However,as the main body of classroom learning,students'experience and perception are important for the teaching effect of synchronous interaction and mixed classroom.Therefore,from the perspective of students' learning quality and experience under the synchronized interactive classroom,the author relies on the balanced development of the "Government University-Enterprise-primary and secondary school" collaborative innovation platform built by the information and basic education in Hubei cooperative innovation center,and investigates the synchronous interactive classroom in Xian'an District of Hubei province and tries to adjust it.The current situation of students' learning quality and experience is discussed,and the key influencing factors are explored.First,through the literature research,the author combs the current situation of the synchronous interactive mixed classroom,extracts the key factors that influence the students' learning quality and experience in the synchronous interactive classroom,and adds the variable to the SERVQUAL model on the basis of the SERVQUAL model.We set up a synchronous interaction and mixed classroom learning experience model,and put forward research hypotheses.At the same time,according to the research variables,the mature scale is revised and adopted directly to form the questionnaire on the status of students' learning experience in the synchronous and interactive mixed classroom.The research selected the synchronous and interactive classroom practice area of Xian'an District,Xianning,Hubei as the research object,and conducted field research on five local central schools and six teaching points.SPSS 21 and SmartPLS 3.0 were used to carry out descriptive statistical analysis of 322 valid questionnaires,reliability analysis,validity analysis,model fitness analysis and hypothesis testing.According to the interview data collected from the center school teachers,teaching teachers and students in the investigation process,the reasons behind the research results and the mechanism of action are explored.The main conclusions of this paper are as follows:(1)responsiveness,security and reliability have a positive impact on the quality of learning in the synchronous and interactive mixed classroom.Empathy,responsiveness and tangible influence on the classroom atmosphere;learning quality and classroom atmosphere are affecting student satisfaction,and empathy is the quality of learning.The effect of the stress on the atmosphere of the classroom is not significant.(2)responsiveness,tangible,supportability and reliability have positive influence on students' learning quality,and empathy and tangible influence on the classroom atmosphere;learning quality and classroom atmosphere are positively affecting student satisfaction,and empathy has no significant influence on learning quality.The effect of responsiveness on classroom atmosphere is not significant.Based on this,the author combines the actual practice of the previous research and synchronous interaction in the mixed classroom,and puts forward the suggestion of improving the students' learning quality and experience in the synchronous and interactive classroom:optimizing the synchronous direct seeding equipment to ensure the timely and effective interaction between teachers and students;the urban and rural teachers' deep cooperation,guiding the classroom atmosphere to be positive and good;building urban and rural areas.The teaching community promotes the coordinated development of the central school and the teaching point.