Research On Junior High School Students’ English Learning Behavior In The Smart Classroom

With the rapid development of information technology in education,all the countries in the world are actively exploring the deep integration of education and information technology,for example,a new teaching model called Smart Classroom,which has been gradually implemented and attracted wide attention of scholars.At present,the researches on smart classroom mainly focus on technical analysis,the construction of teaching model and the teaching design of different subjects.However,few researches are on the teaching objects,which is an essential mediator in smart classroom.Therefore,based on the author’s own teaching practice,it is necessary to have an in-depth inquiry into the students’ English learning behavior in smart classroom,which can not only grasp the characteristics and influencing factors of students’ learning behavior in smart classroom to improve the effectiveness of smart classroom,but also help scholars,especially teachers,to know the characteristics of students’ English learning behavior in the smart classroom and then improve the quality of their teaching.This study,based on the related researches of smart classroom and students’ learning behavior,analyzed and discussed the following three questions:(1)What are the characteristics of junior high school students’ English learning behavior in smart classroom?(2)What are the differences in English learning behavior between high-achievers and underachievers in smart classroom?(3)What are the main factors that influence junior high school students’ English learning behavior in smart classroom?In this study,the second grade students in a middle school in Guang’an were investigated.First,the characteristics and performances of students’ English learning behavior in smart classroom were comprehensively analyzed through questionnaire and classroom observation,and the characteristics and individual differences were summarized.Second,the factors that influence junior high school students’ English learning behavior in smart classroom were summarized after the interviews of teachers and students.It is found that,on the whole,junior high school students have a good tendency to learn English in the smart classroom,among which the learning motivation is high,the learning attitude is positive and students have some English learning strategies while there is still have a significant difference between achievers and underachievers.Specifically,the students’ preview behavior before class and their controlled learning behavior in class are relatively stable;there is a big difference in learning behavior among students after class.There are great differences in attention,self-confidence and English learning strategies between high-achievers and underachievers.Specifically,there are significant differences in active learning behavior in class and learning behavior after class.The internal factors that influence students’ English learning behavior in smart classroom are learning goal orientation,English learning self-efficacy,English learning strategies,and external factors are teachers’ teaching design and students’ family situation.At the end of this study,six teaching strategies were put forward for junior high school English teaching in smart classroom:(1)Guiding students’ goal orientation and paying attention to cultivating internal and external motivation;(2)Enriching teaching activities in class to improve students’ attention;(3)Formulating strict management mechanism to correct students’ negative learning behavior;(4)Multi-level evaluation of stratified teaching to enhance students’ self-efficacy;(5)Enhancing wisdom teaching links and optimizing students’ learning strategies;(6)Paying attention to the cooperation between school and students’ family and supervising students to use pad.