Research on the design and practice of a blended teaching model for Chinese Language and Literature majors based on “Rain Classroom”

s: With the arrival of the "Internet plus" era, students' thinking ability and way of thinking have changed, making modern teaching reform imminent. As a smart teaching tool, Rain Classroom aims to improve the overall classroom teaching experience, making teacher-student interaction and teaching more convenient. This paper conducts an in-depth study of the Chinese Language and Literature course based on the Rain Classroom, using comparative experiments to study the impact of this teaching mode on students' learning outcomes. The results of the comparative experiment showed that the final examination results of the students in the experimental class were significantly higher than those of the control class; the results of the questionnaire survey showed that the motivation, study habits, independent learning and collaborative learning ability of the students in the experimental class had significantly improved compared with those in the control class; at the same time, more than 90% of the students approved and endorsed the "Rain Classroom" learning The overall satisfaction rate of the blended teaching mode was 92.05%.


Introduction
As a new type of intelligent teaching tool, Rain Classroom helps teach courses related to Chinese Language and Literature, and is widely recognised by teachers and students in specific course teaching. Combining modern educational technology and keeping up with the pace of educational reform, the blended teaching mode is used to promote the full integration of traditional classes and intelligent software for Chinese language and literature majors. In this regard, this paper focuses on the effects of a blended teaching model for Chinese language and culture majors based on the Rain Classroom, which provides teachers with data on students' learning processes and greatly facilitates the transition from experience-driven to data-driven teaching. Figure 1 shows a blended teaching practice model based on Rainy Classroom. The teaching model consists of three stages: pre-course, in-course and post-course, each of which makes full use of the "Rain Classroom" teaching platform, reflecting the characteristics of blended learning. In the pre-course and post-course stages, teachers and students can access the "Rain Classroom" platform to learn online resources, ask and answer questions online, and display and evaluate their achievements and feedback. In the classroom teaching process, teachers use the "Rain Classroom" teaching platform as a basis to design a series of teaching activities that complement the traditional classroom.

Calculation of single-level weights
The data used in the specific weight calculation is the data after the matrix is assembled, and the square root method is used to solve for the weight of each indicator, taking the first judgment matrix as an example, the specific calculation process is as follows.
(1) Calculate the nth root of the product of the elements of each row of the judgment matrix i w , by the formula (1).
In the formula, b ij is the element in the judgment matrix; n is the order of the judgment matrix; i w is the nth root of the product of the elements of the ith row of the judgment matrix.
(2) Normalisation of vector The final eigenvectors of the judgment matrix, i.e. the weight indicators, are obtained.  Where B i is the ith row vector of the judgment matrix, the specific calculation process is shown below.
w Aw The calculated maximum eigenvalue max λ of each judgment matrix is substituted into the formula to obtain the CI value of each judgment matrix, and then the random consistency index table ( as shown in table 1 ) is checked to find the corresponding RI value. Using the formula CR = CI / RI, the CR value of the index consistency is obtained. CR < 0.1, that the degree of inconsistency of A is within the allowable range, there is a satisfactory consistency, through the consistency test.

Evaluation of the effectiveness of blended teaching based on "Rain Classroom" for Chinese Language and Literature majors
In this study, Class 1 and Class 2 of the 2019 Chinese Language and Literature major in School A were selected as the experimental classes. The first class, with 32 students, was the control group and adopted the traditional teaching mode; the second class, with 30 students, was the experimental group and adopted the hybrid teaching mode of "Rain Classroom".

Course assessment methods
The course assessment is based on students' characteristics and learning basis, and in the form of tiered assessment, thus forming a "process + final", "online + offline" and "teacher + student" The three-dimensional assessment method combines the process assessment with the final assessment. The process assessment consists of online and offline assessment, and uses the principle of "graded progression" to comprehensively assess the whole learning process of students, as shown in Table 2, while the final assessment is divided into theory and skills assessment, with questions divided into two parts: basic and extended questions. The offline assessment is based on skills assessment, using a combination of mutual and self-assessment by teachers and students to achieve a more comprehensive and objective assessment of students and to improve students' learning motivation and teamwork skills.

Double overall Z-test method
A one-way, equal-group experimental design was used to hypothesise that the adoption of the "Rain Classroom" blended teaching mode for the Chinese Language and Literature course would effectively improve students' learning outcomes, as well as their motivation, independent learning ability and collaborative skills. The examination results were analysed using SPSS statistical software and a double overall Z-test.

Questionnaire method
After one semester of teaching practice, students in the experimental class were more enthusiastic about learning the course than those in the control class, and they completed the pre-course and post-course extension tasks with higher quality; they were able to make full use of their mobile phones as learning tools in class and actively participated in interactive discussions. In order to quantify the difference between the two, a questionnaire was used in the experimental class and the control class to analyse the students' learning situation in all aspects, as shown in Table 3.

Evaluation of teaching effectiveness
(1) Final examination results The experimental and control classes were studied and the final tests were conducted at the same time and using the same papers, and the differences between the two classes were analysed with regard to the test results. As shown in Table 4, the mean score, merit rate and pass rate of the theory test in the control class were 68.3, 3.1% and 78.1% respectively, while the experimental class scored 76.2, 10.0% and 96.7% respectively. Similarly, the mean score, merit rate and pass rate of the skills test in the control class were 77.5, 12.5% and 96.7% respectively, while the experimental class scored 83.7 33.3% and 100.0% respectively. Comparing the final overall assessment results, it was found that the mean score, merit rate and pass rate of the experimental class were 80.0, 10.0% and 100.0% respectively, which were higher than the mean score, merit rate and pass rate of the control class. In addition, as can be seen from Table 3: the probability of significance for the final theory assessment scores of the control and experimental classes was P<0.05, and the probability of significance for the skills assessment scores and overall assessment scores was P<0.01, indicating that the students in these two classes had significant differences in their final examination theory scores and very significant differences in their skills assessment and overall assessment scores. The analysis of the data shows that the two classes with comparable original foundation, after a semester of teaching practice, the final examination results of the experimental class were significantly higher than those of the control class. This shows that the blended teaching model based on the "Rain Classroom". The teaching mode can significantly and effectively improve students' theoretical knowledge and skills. Note on the calculation of P and Z values in Table 3: When N>30, the study population belongs to a large sample and the Z test is used to obtain the Z value by using formula (4).  Table 4 and the degree of significance of the differences was judged as shown in Table 5. (2) Learning motivation and study habits Table 6 shows the statistics of the students' motivation and study habits in the experimental and control classes before and after the experiment. As can be seen from Table 4, before the teaching practice study, students in the control class and the experimental class were basically the same in terms of learning interest, motivation and study habits, with only a small number of students interested in the Chinese language and literature course, and most students were not highly motivated to study and did not develop the habit of carefully studying before class and actively completing their homework after class. After the teaching practice, although students in both classes improved in all aspects, compared to the control class, the experimental class improved significantly and far surpassed the control class in terms of motivation and study habits. The most obvious improvement was in the habit of pre-study before class, with 9.38% in the control class and 34.38% in the control class, an increase of 25.00%, and 10.00% in the experimental class and 86.67% in the experimental class, an increase of 76.67%. This is mainly due to the full use of the pre-practice function of the "Rain Classroom" platform, where teachers push learning tasks and learning resources before class, and provide statistics and feedback on pre-practice. It is also evident that for the development of good learning habits, the initiative of students in the experimental class to learn and complete after-class assignments has improved greatly, with the initiative to learn increasing from .13.33% to 66.67% and the initiative to complete after-class assignments increasing from 26.67% to 93.33%. The above figures show that the blended teaching model of Rainy Classroom has helped to improve students' motivation and develop good learning habits.

Conclusion
The above results indicate that the mixed teaching model for Chinese language and literature majors based on the "Rain Classroom" can achieve the expected teaching effect and is effective and feasible. If this teaching model can be promoted within a certain range, its teaching organization form needs to be continuously adjusted according to the characteristics of professional courses, student characteristics, and objective teaching conditions, in order to achieve its best teaching effect. The experimental sample size selected in this article is relatively small. The experimental class and control class only consist of two classes of Chinese language and literature undergraduate students majoring in normal education. The experimental time is short and only lasts for one semester, which cannot fully reflect the mixed teaching effect of the rain classroom. The function of Rain Classroom itself still has certain limitations. By pushing resources to students through Rain Classroom, more consideration should be given to their needs, front-end analysis should be done well, and in the case of large class teaching, the understanding of students' differences is not enough. Students should pay more attention to it, promote personalized learning, and achieve individualized teaching. At present, the functions of intelligent learning tools such as Rain Classroom are constantly improving, and students are more convenient to use Rain Classroom for learning. Hybrid teaching based on Rain Classroom will be favored by more teachers and students. In this regard, we should continuously optimize the hybrid teaching mode based on rain classroom, so that it can be promoted and applied in more courses to meet the needs of the majority of learners.