EXPLORING AND CONSTRUCTING AN EFFECTIVE EVALUATION MODEL OF NETWORK TEACHING FROM THE PERSPECTIVE OF EMOTION REGULATION

Abstract

Abstract Background Affected by the epidemic, the online teaching of “Internet + intelligence” technology has broken the traditional teaching mode and realized the multi-dimensional, intelligent and in-depth interaction and integration between learners, teachers and online learning resources. It has become an important development direction of higher education in China and even the world. Network teaching has changed from “fresh” to “new normal”. Topics and Methods Using the methods of literature review, system analysis and PDCA cycle model, determine the design and evaluation of network teaching, and explore an effective evaluation model of network teaching from the perspective of educational psychology, so as to promote teaching practice. This study takes 200 freshmen in a university as the research object to study the College Chinese anxiety, self-efficacy and achievement level in online teaching. The score of the Chinese final exam is used to divide participants into pass group and fail group. Both gender and major are considered as variables of language achievement. This study includes four elements of self-efficacy: learning ability, courage to overcome challenges, effort and overcoming setbacks. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between foreign language anxiety, self-efficacy and academic achievement of students of different majors and genders. Results Generally speaking, students' attention to online teaching evaluation fluctuated and increased, but there is still no core author group and close institutional cooperation network. The frontier fields of network teaching evaluation research mainly include evaluation theory and technology research, quality and effect research, quality influencing factors research, teaching design evaluation research and evaluation methods research. The research hotspots of network teaching evaluation mainly include the research on the concept and connotation of network teaching evaluation, the evaluation of network teaching environment and technology, the evaluation of network teaching curriculum and teaching process, and the evaluation of network teaching effect. However, teaching quality has become the bottleneck restricting the development of network teaching. It is difficult to see the whole picture of effective network teaching. Considering the space limitations of network teaching, there are many blind spots in the evaluation of teachers' network teaching effect. This paper formulates an effective network teaching evaluation model framework, constructs an effective network teaching standard evaluation content, and puts forward the implementation path of standard evaluation, which provides a strong guarantee for the high-quality development of network teaching. The results show that the learning anxiety level of the improvement group is significantly lower than that of the failure group, and the self-efficacy level of the pass group is significantly higher than that of the failure group. Compared with the male group, the female group's language achievement and self-efficacy level are much higher. However, there was no significant difference in anxiety levels between men and women. In addition, the study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between foreign language anxiety and self-efficacy. State anxiety, trait anxiety and foreign language learning anxiety are positively correlated. The anxiety component of learners' personality characteristics plays an important role in the generation of foreign language learning anxiety. There was no significant difference between the experimental group (M = 2.528, SD = 0.540) and the control group (M = 2.695, SD = 0.858); There was no significant difference between the experimental group (M = 2.778, SD = 0770) and the control group (M = 2.556, SD = 0.808); There was no significant difference in the total score of emotion regulation self-efficacy between the experimental group (M = 35.083, SD = 5.931) and the control group (M = 35.500, SD = 5.551). Conclusion Realizing the standardization and standardization of the whole chain of the purpose, process and results of online teaching will help teachers clarify this process and knowledge system, improve the standards and practical ability of effective online teaching, and integrate new technologies such as artificial intelligence into the process of online teaching and online teaching evaluation, which has attracted the attention of more and more researchers and can greatly improve the learning quality of students, It provides a reference for the orderly development of online teaching activities. Acknowledgement This research was supported by Heilongjiang Higher Education Teaching Reform Project “Exploration and Practice of Online Teaching Mode for Effective Learning” (Grant No. SJGZ20200094), Heilongjiang Postdoctoral Scientific Research Developmental Fund (Grant No. LBH-Q20107), Heilongjiang Basic Scientific Research Project (Grant No. 2020KYYWF-FC12), and Harbin Sport University Doctoral Scientific Research Start-up Fee Project (Grant No. RCYJ-2104).