| Whether it is the traditional ’human-infused’ classroom where grades are the most important thing,or the mechanised ’machine-infused’ classroom wrapped in information technology,it is difficult to meet the new demands for talent development advocated by the core literacy.On the other hand,deep learning emphasises the development of independent meaning-making,internalisation and transfer of concepts and higher-order thinking,and shares the same interests as core literacy.It can be said that deep learning has gained attention in the wave of educators and researchers actively responding to the demands of the times,and is seen as an important stepping stone in the process of achieving the goal of building core literacy,providing a clear direction for educational teaching reform.And,along with the deepening of the Education Informatization 2.0initiative and the launch of new infrastructures,the classroom environment has undergone dramatic changes driven by rich technologies,gradually shifting towards a technology-enhanced one,creating more convenient environmental conditions for deep learning to occur for learners.However,the research on deep learning has to some extent ignored the impact of the changing classroom environment and the psychological needs of individual students,and the recommendations made are not very generalisable or replicable.For this purpose,this study uses theories of the teaching environment and basic psychological needs as a basis,and the information technology curriculum as a practical anchor,to identify the elements and analyze the mechanisms by which the technology-enhanced classroom environment affects learners’ deep learning.According to the purpose of the study,it can be divided into four sub-problems,which are: firstly,the division of dimensions and refinement of elements of technology-enhanced classroom environment;secondly,the development of evaluation scales for learners’ deep learning;thirdly,the analysis of elements and mechanisms of technology-enhanced classroom environment affecting deep learning;and fourthly,the strategies for building technology-enhanced classroom environment for deep learning.Firstly,based on the literature research method and the Delphi method,the elements of technology-enhanced classroom environment and deep learning evaluation scale were clarified,a conceptual model of technology-enhanced classroom environment affecting junior high school students’ deep learning was established and corresponding research hypotheses were put forward,based on which the student questionnaire and deep learning evaluation scale were developed.Secondly,the experiment was carried out in an IT classroom in the second year of junior secondary school in Xiufu Road,County J.Using IT test questions as a pre-test,the experimental and control groups were selected: the difference between the experimental and control groups was the presence or absence of electronic whiteboards and feedback devices and a range of hardware and software support.The duration of the practice was 4 weeks,2 lessons per week,with normal classroom teaching in the first 3 weeks,independent collaborative inquiry and reporting of students’ work in the 4th week,and finally a delayed post-test at the end of the chapter.The pre-test,questionnaires,evaluation scales and delayed post-test results together constitute the data for this study.Finally,a structural equation model was constructed based on the conceptual model to test the research hypothesis and to investigate the mechanism by which the technology-enhanced classroom environment affects the effectiveness of students’ deep learning.The study data were also supplemented by interviews with three students from each of the experimental group in the pre-,mid-and post-periods according to the effects of the comprehensive deep learning assessment.The findings indicate that(1)the physical environment of the technology-enhanced classroom had a positive and significant impact on all three domains of deep learning,all at the 0.01 level of significance.In terms of path coefficients,the element of the technology-enhanced physical classroom environment that had the greatest impact on deep learning in the cognitive domain was immediate feedback(0.56);the element that had the greatest impact on deep learning in the interpersonal domain was physical space(0.48);and the element that had the greatest impact on deep learning in the self-domain was technology use(0.52).(2)The technology-enhanced classroom social environment also had a positive and significant effect on all three elements of deep learning,and in terms of path coefficients,the element of the technology-enhanced classroom social environment that had the greatest effect on deep learning in the cognitive domain was teacher support(0.43);the element that had the greatest effect on deep learning in the interpersonal domain and deep learning in the ego domain was challenging pressure(0.41 & 0.44).(3)The mediating role of basic psychological needs between the three domains of technology-enhanced classroom physical environment,technology-enhanced classroom social environment and deep learning all held true.It is worth noting that basic psychological needs fully mediated between technologyenhanced classroom social environment and deep learning in the self-domain,while the rest of the mediating types were all partially mediated,with effect sizes ranging from 0.2-0.8,which are medium effect sizes.Based on the research results,this paper proposes four strategies to enhance classroom environment construction :(1)to meet the basic psychological needs of learners;(2)Taking the timely feedback of physical space technology use and resource acquisition as the starting point of technology enhancement of physical environment construction;(3)Teachers support group cohesion challenging pressure and students’ participation as the focus of technology to enhance the construction of social environment;(4)To improve the teaching information level of teachers as the external support point,in order to facilitate the occurrence and effect improvement of deep learning for learners through the creation of classroom environment. |
