Big Data Portrait of Online Education in Primary and Secondary Schools under the Data Mining Epidemic

The epidemic is a touchstone. Facing the sudden new coronary pneumonia epidemic, hundreds of millions of students launched large-scale online education. This is a test of China's education system's ability to respond to major public health emergencies, and it is also an unprecedented scale of actual combat exercises in the process of promoting online education in China.

How do educational administrations, teachers, students, and parents view this large-scale online education "actual combat exercise"? What is the status of online education in China? What is the future development trend of online education? From the end of February to the beginning of March 2020, the Ministry of Education and Information Technology and the Balanced Development of the Ministry of Education will jointly build a collaborative innovation center and the Zhongguancun Internet Education Innovation Center to form a task force to carry out a nationwide large-scale online questionnaire survey. Large areas, including 62,446 samples of primary and secondary school students and their parents, 7,111 samples of primary and secondary school teachers, and 3,110 samples of educational administrative institutions. The research group hopes to use a large-scale online survey data to make a rational analysis, and provide scientific data support for promoting China's educational informatization to lead the modernization of education and achieve the 2035 goal of educational modernization.

Local educational administration

At a loss from the beginning

Slowly move calmly

Of the 3110 samples of educational administrative institutions surveyed, 97.01% of the samples were conducted during the epidemic period, indicating that almost all regions actively responded to the call of the Ministry of Education to carry out the work of “suspending classes without stopping schools”. Moreover, 70% of the interviewed schools have developed teaching guidance programs and work guidelines to provide necessary guidance for online teaching and management of primary and secondary school teachers.

Local education administration departments were at a loss from the initial stage of the epidemic, and slowly moved towards calm response. They worked together to mobilize a lot of manpower, material resources, and financial resources in a short period of time, effectively realizing the "stop of classes and non-stop classes", which fully reflected the superiority of the new nationwide system. This large-scale online education practice is not only a major test of China's education informatization infrastructure and teacher and student information literacy, but also an important test of the educational governance capabilities and modernization of the governance system of local education administration departments. Education provides a rare opportunity.

Online teaching equipment

Over 70% of students use smartphones

1% of parents said that there is no Internet TV and no mobile phone

Of the 62,446 samples of primary and secondary school students and their parents surveyed, the terminal devices most used by students for online learning are smartphones, accounting for 73% of the total sample, which shows that mobile phones are the most accessible devices on the Internet today and are convenient to use , Easy to carry, not restricted by location, etc., played an irreplaceable and important role in the online home learning process of students during the epidemic. The use of tablet computers accounted for 12% of the total sample, and TVs accounted for 5%. This indicates that in some student families, there may be insufficient mobile devices such as mobile phones, so it is necessary to use Internet TV for learning. In addition, notebook computers, desktop computers and other devices accounted for 4%, 3% and 3%, respectively. It is worth noting that 1% of the parents surveyed said they had neither Internet TV nor mobile devices such as mobile phones.

Online teaching method

Teachers live broadcast courses accounted for less than 30%

Over half of parents often accompany their children to learn

During the epidemic, the top three primary and secondary school teachers using educational resource public service platforms accounted for the top three are the national educational resource public service platform (63.69%), provincial (city, district) education cloud service platform (52.81%) and school-based resource library (35.77 %), Which shows that national and provincial education resource public service platforms have played the role of main channels. In addition, corporate non-profit educational resources (27.11%) also account for a certain proportion, but regional (24.3%) educational resources and backbone teachers' self-made resources (31.81%) account for a relatively small proportion.

The vast majority of teachers said that online teaching has been prepared before class, of which the top three are the selection of courses, exercises and assignments in the resource library (75.98%), preparation of online teaching network equipment (66.39%), and online education resources. To give students independent learning (46.8%), but 7.73% of primary and secondary school teachers believe that there is no need to prepare in advance.

The top three methods of online teaching for teachers are the unified viewing of national or regional platform courses and centralized question answering by teachers (56.04%), playing famous teacher courses and teacher guidance answering questions (48.46%), and teacher live courses (29.25%).

During the epidemic, 23.4% and 29.6% of the parents said that they have been accompanying or often accompany their children to learn online, 38.1% of the parents believed that they were accompanied occasionally, and 7.9% of the parents said that they were not accompanied. Parent-assisted children's online learning accounted for the first three items are online learning supervision reminder (74.81%), download and upload homework (50.54%), login to the learning platform (47.25%).

Online learning content

Absolute predominance

Psychology and sports account for more than 50%

In terms of students' online learning content, Chinese, mathematics, and foreign languages ​​dominate, with a total proportion of over 90%. Other courses such as physics, chemistry, biology, geography and other subjects account for more than 30%. It is worth noting that mental health education (62.6%) and physical education (55%) courses, more than half of online learning courses, second only to the number of languages, music (40.1%) and fine arts (40.1%) are also not small proportion. There are also many schools that carry out safety education, science education, life education and responsibility education through interdisciplinary theme exploration and project research. It can be seen that under the epidemic, students have more online learning content, but online learning courses are not balanced, and some non-main courses take up a relatively small amount.

Online teaching problems

Teachers think it is the most difficult for teachers and students to interact inadequately

Students and parents are most concerned about affecting vision

In terms of the difficulties and problems faced by online teaching, teachers believe that the top three are inadequate teacher-student interaction (39.78%), difficulty in judging the level of student understanding (39.29%), homework assignment, acceptance and evaluation (36.2%) .

As far as students are concerned, it is mainly reflected in the difficulties and problems encountered in the online learning process. The top three are the impact of online learning on vision (78.04%), the impact of online learning on learning (64.91%), and the teacher Student interaction is low (46.05%).

As far as parents are concerned, it is mainly reflected in the concerns of parents' children in the online learning process. The top three are worried about their children's vision (78.04%), worried about children's addiction to the Internet (60.43%), and worried about the lack of effective supervision (42.86 %).

It can be seen that the difficulties and problems faced by online teaching during the epidemic have different starting points for teachers, students and parents, so they all have their own different views. However, inadequate teacher-student interaction and online teaching affect students' eyesight are the difficulties and problems that they are all concerned about.

Online teaching effect

Over 70% of teachers value online submission

Nearly 70% of students are sure and satisfied

Nearly 70% of parents think their children are basically adapted

Teachers' evaluation of the effectiveness of online teaching, the top three are submitted online assignments (73.01%), students answer questions online (40.36%), online tests (36.1%), parents online feedback information (27.08%) also occupy a certain proportion. It can be seen that during the epidemic, most teachers still use traditional evaluation methods to evaluate the effects of online teaching. It is worth noting that in the evaluation of online teaching effectiveness, there is a lack of evaluation of teachers and mutual evaluation of students, and the evaluation method is relatively simple, and there is a lack of evaluation on the contribution of online learning and the utilization of online learning resources.

Students' evaluation of the effect of online teaching is mainly reflected in the attitude and satisfaction of online learning. In terms of online learning attitudes, students with a very fond attitude accounted for 11% of the total sample, and preferred students accounted for 56% of the total sample. 31% of students disliked online courses, while only 2% disliked students. In terms of online learning satisfaction, 13.7% and 57.4% of the students indicated that they were very satisfied or relatively satisfied, 17.9% of the students indicated that they were average, and 8.7% and 2.7% of the students indicated that they were not very satisfied or very dissatisfied.

The evaluation of parents on the effect of online teaching is mainly reflected in the adaptability and concentration of children's online learning. 59% of parents said that their children had basically adapted to online learning during the epidemic, and they were able to acquire knowledge through online learning. 11% of parents believed that their children had completely adapted to online learning, 27% of parents thought their children were not well adapted to online learning, and 3% Parents believe that their children are totally unfit for online learning. In terms of online learning concentration, 12.85% of parents said their children were very focused during online learning and would listen carefully and take notes, etc .; 57.9% of parents said that their children were more focused during the learning process, and 26.98% of parents said The children are not very focused in the learning process. 2.28% of the parents said that the children are very unfocused and unable to concentrate on listening to the class at all, and online teaching has no effect. In addition, parents believe that the top three factors affecting children's online learning are student self-control (62.66%), family learning atmosphere (48.60%), and whether learning resources are interesting (28.15%).

It can be seen that teachers, students and parents pay different attention to the evaluation of online teaching effects. But it is worth noting that during the epidemic, most teachers still use traditional methods to evaluate the effect of online teaching, and most students have a positive attitude and high satisfaction with online teaching. Most parents believe that their children have a positive attitude to online learning and can adapt. More than 70% of parents said their children can concentrate during the online learning process.

Add online teaching content after the epidemic

Nearly 80% of teachers and students agree

Nearly 40% of parents disagree

Regarding whether to increase the content of online teaching after the epidemic, 22.7% and 54.7% of the teachers expressed strong support or relatively support, 19.3% of the teachers did not approve, and only 3.3% of the teachers expressed strong disapproval. In terms of online learning for post-epidemic students, 25.2% and 51.3% of the students said they strongly agreed or were more in favor, 17.5% of the students didn't agree, and only 4.2% said that they strongly disagreed. Regarding whether to increase the content of online teaching after the epidemic, 62% of the parents expressed support and 38% of the parents disagreed.

It can be seen that online teaching is not limited by time and place, can obtain high-quality teaching resources, and can be watched repeatedly. It is one of the future trends of education and an inevitable result of education informatization. However, online teaching also has the disadvantages of relying too much on students' learning autonomy, requiring the cooperation of parents, and lack of real-time interaction. In the future development of online education, it needs to be continuously improved to ensure the effect of online learning.

Where is the online education path for primary and secondary schools after the epidemic

The scale of China's future online education market and the number of users are considerable. Online education will become a dominant education model. However, the college entrance examination for the epidemic also showed some problems, such as inadequate online teaching interaction, single online teaching evaluation method, and poor self-control ability of students in online learning. So, how does online education in primary and secondary schools develop after the epidemic? The research group suggested: strengthen the top-level design of online education. Scientifically predict the scale and demand of the development of online education in the future, and strengthen planning for future online education investment, online education resources and platforms, online education environment, and online teacher team building; pay attention to the innovation of online education systems and mechanisms, and give full play to governments, enterprises, and schools Enthusiasm.

Pay attention to the training of teachers' online teaching ability. School-based, according to the actual situation of the school and the characteristics of teachers to carry out targeted training; pay attention to the formation of teachers' information thinking, guide teachers to use information means to transform traditional classrooms; online teacher guidance, teacher-student interaction, homework review, academic analysis , The ability to apply information technology such as question answering and counseling as the focus of training, allowing teachers to use intelligent retrieval tools for educational resources, visual display tools for teaching across time and space and teaching evaluation tools in an information environment.

Ensure the quality of online teaching. Pay attention to innovations in the development of all-media courseware, the presentation of teaching methods, the design of teaching content, etc., with more excellent courses to fully meet the needs of students' online learning; optimize the online teaching support system, provide rich tools, platforms, and exchange and cooperation Platform; establish an all-round and full-process monitoring system to achieve seamless monitoring of online teaching processes.

Improve students' online learning efficiency. Create a good online learning environment, such as creating learning groups, creating a positive psychological atmosphere, and encouraging students to participate in discussions, etc. to enhance communication and interaction between teachers and students, and reduce students' loneliness in online learning; based on student characteristics and interest preferences, combined with the original The characteristics and subject characteristics of resources are appropriately processed and processed to achieve a better learning effect; provide effective learning support services, such as technical support, learning resource updates, learning activity arrangements, learning process supervision, learning problem solving, etc. Support services to improve online learning efficiency.

Cultivate students' online self-learning ability. Play the monitoring function of the online learning platform, regularly send a series of reminders such as activity plans, schedules, learning progress, exam plans and forum feedback to help students conveniently manage their personal learning; urge parents to create a good learning atmosphere and cultivate children's online learning Good habits and interest in learning.

Pay attention to the evaluation of online learning effect. Strengthen the evaluation of online teachers, take teacher-student interaction, online teaching activity organization and online learning resources as important evaluation content; pay attention to the mutual evaluation between students, promote students 'self-learning reflection in feedback, so as to deepen students' knowledge Understanding, internalization and thinking; combining human evaluation and machine evaluation to improve the accuracy of online learning evaluation.

(Wang Jixin is a professor at Huazhong Normal University, Fu Weidong is an associate professor at Huazhong Normal University)

Editor: We hope that this is a real round table meeting, as close to reason as possible, as far as possible from saliva, as constructive as possible, talking about the educational issues that have been arguing from the beginning of prenatal education. To this end, we pulled out an "education round table".

jiaoyuyuanzhuo@sina.cn, waiting for you to speak.

Wang Jixin Fu Weidong Source: China Youth Daily