Research On The Current Situation And Attribution Of Mobile Teaching In Junior Middle School English Class

The national medium and long term program for education reform and development(2010-2020)points out that "information technology is of great significance to the reform and development of education,and it is necessary to integrate education informatization into the national information development strategy and attach great importance to it." With the advancement of education informatization,our country has gradually increased its investment in the construction of campus informatization infrastructure,and more and more schools have tried to equip students with tablet computers and carry out mobile teaching.Educators have also been exploring how to better use tablet computers in teaching.By consulting related literature,it is found that the application of tablet computers in junior high school English class teaching has received little attention from educators and researchers.Therefore,it is very necessary to study the current situation of mobile teaching in junior high school.Based on the analysis of the current status of mobile teaching research at home and abroad,this research is guided by constructivist theory,connectionist theory,blended learning theory and humanistic theory and takes 1 English teacher and 95 students of F Middle School in Shihezi as the research object.Using classroom observation method,questionnaire survey method and interview method to carry out junior high school English classroom mobile teaching status and attribution research.(1)Current situation research.Firstly,using observation and interview methods,combined with the three stages of teaching: before class,during class,and after class,analyze the mobile teaching process of junior high school English classroom from three perspectives: process description,case analysis,and teacher evaluation;secondly,through the classroom observation method and questionnaire survey method explore the impact of English mobile teaching on students’ classroom learning effect,self-learning ability,interest and satisfaction.(2)Attribution research.By setting up regular teaching class as a comparison,using questionnaire survey method and interview method,the attribution analysis of mobile English classroom teaching in junior high school is carried out from the three aspects of classroom learning effect,students’ self-learning ability,students’ learning interest and satisfaction.The conclusions of this research are as follows:(1)The rich teaching resources and diverse interactive functions in the mobile terminal system can better meet the needs of the entire English classroom mobile teaching,realize the convenience of student learning,the systematization of teacher teaching.The exercise checking function and the homework correction function can effectively improve the teaching efficiency.Mobile teaching contributes to the professional development of teachers,and teachers have a high degree of recognition of mobile teaching.However,the system needs to be improved in terms of the convenience of importing external files and resource update,the system and question bank need to be upgraded and updated in time.(2)Electronic class is significantly better than regular class in classroom interaction.The mobile teaching mode has a better classroom learning effect in English teaching.The reason is that electronic class has significantly improved in terms of teacher-student interaction frequency,student-student interaction frequency,display of learning results,learning efficiency and task completion.In addition,teachers’ use of system interactive software has also significantly improved classroom interaction.(3)The improvement of electronic class students’ self-learning ability is significantly better than that of regular class.The mobile teaching mode is helpful for students to improve their self-learning learning ability.Students’ interest orientation,goal setting,self-preparation,self-adjustment ability,self-monitoring ability,self-reflection ability,self-induction ability,learning concentration and learning enthusiasm are important factors that lead to changes in students’ self-learning ability.(4)Electronic class is significantly better than regular class in terms of student interest and satisfaction.The mobile teaching mode can enhance students’ learning interest and satisfaction.The reason is that the electronic class’ s experience and willingness to continue learning English in the mobile teaching mode are significantly higher than those of the regular class.In addition,the use of some auxiliary functions of the tablet computer in English classroom teaching is also an important factor in enhancing students’ interest and satisfaction in learning.