文献类型：期刊文献

英文题名：The construction of a mathematical model for college English interactive distance teaching

作者：Wang, Ling[1]; Liu, Yong[2]

第一作者：Wang, Ling

机构：[1] School of Foreign Languages, Henan Institute of Technology, Xinxiang, 453003, China; [2] School of International Education, Xinxiang University, Xinxiang, 453000, China

第一机构：School of Foreign Languages, Henan Institute of Technology, Xinxiang, 453003, China

通讯机构：[1]School of Foreign Languages, Henan Institute of Technology, Xinxiang, 453003, China

年份：2023

外文期刊名：Applied Mathematics and Nonlinear Sciences

收录：EI(收录号：20233614667698);Scopus(收录号：2-s2.0-85169337393)

语种：英文

外文关键词：Computer aided instruction - E-learning - Education computing - Educational technology - Learning systems

摘要：To make up for the shortcomings of the traditional teaching mode, such as teacher-centered, less interaction, limited output, and inability to meet students' personalized learning needs, the author proposes a mathematical model for college English interactive distance teaching. Based on the social culture theory and the interactive theory of distance teaching, and based on analyzing the education and teaching functions of WeChat, this paper constructs an interactive college English mixed teaching model based on WeChat and conducts teaching practice research on this model. The model emphasizes learner-centered, creates an interactive learning environment for language acquisition, and reasonably allocates learning activities and learning processes. The experimental research shows that 95.79% of the students believe that the mixed teaching mode of college English based on the WeChat platform is conducive to their English learning and that this mixed teaching mode can improve their English teaching motivation, and 94.94% of the students say that the mixed English mode is satisfactory. Conclusion: The practice has proved that the mathematical model for college English interactive distance teaching can make up for the shortcomings of the traditional teaching model, such as teacher-centered, less interaction, limited output, and unable to meet students' personalized learning needs. ? 2023 Ling Wang et al., published by Sciendo 2023.