This study implemented a blended learning mode with the aid of artificial intelligence teaching platform in the English language course. In this study, 110 students majoring in computer network were randomly selected as subjects, 55 of whom was the experimental group, the rest of 55 was the control group. Before the experiment, this study carried out a pretest on the two groups to determine whether there were differences between them in English learning, and verified the feasibility of the experiment. Meanwhile, a questionnaire was conducted on the learning attitude, style and evaluation of them. Then, traditional classroom teaching was adopted in the control group, and the blended learning mode based on the intelligent cloud teaching platform was used in the experimental group. After a semester of experimental research, through comparative analytics of questionnaire, experimental data and platform data with SPSS 21.0, it was found that this mode was helpful to stimulate the endogenous motivation of learning, develop the ability of autonomous learning and cooperative learning, enhance self-efficacy and educate critical thinking and speculative ability. The study concluded that blended learning can effectively promote learners to devote themselves to the whole process of learning, improve academic performance and achieve the goal of deep learning. Furthermore, this mode could also compensate for the defects of online learning and face-to-face teaching, realize big data recording and representation of teaching, learning and curriculum behavior, give full play to the multiple roles of instructors and reflect the real learning effect of learners.
Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.
危险品化学品经营许可证（带存储）