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Top1. Introduction
With the rapid development of intelligent manufacturing and mobile technology, China has embarked on a new journey of 100 years to build a modern socialist country. Every educator must implement the spirit of the document 《China's Education Modernization 2035》 issued by the CPC Central Committee and the State Council (Liu 2019). Each is also obliged to develop education informatization, promote education reform and cultivate students’ innovative talent. At present, the network education resources supported by information technology are rich, convenient and diverse. Meanwhile, the education mode and the education strategy are constantly improving. Mobile learning has become an indispensable way of learning strategy for current students. Mobile learning strategy (Nikolopoulou et al. 2021) refers to a learning strategy that makes use of mobile and convenient electronic devices such as mobile phones and iPad to achieve independent learning supplemented by guidance. The guider and the learners are not limited to communicate by time and space, realizing shared education and convenient education, which reflects the efficiency of new education technology and education reform. This learning strategy has been widely accepted by students and been putted into practice in current classroom teaching, which has improved the classroom teaching effect to a certain extent. However, there are also some problems in it.
Research on mobile learning began in the United States in 1994 when Carnegie Mellon University launched a “Wireless Andrew” project (Ye 2019). The content of this project is to use network information technology to study students' mobile learning strategies. Since then, Europe, the United States and other developed countries have carried out research and practice on mobile learning. Research on mobile learning (Traxler 2017) has roughly experienced three development stages: early exploration stage, problem reflection and development stage, and vigorous development stage. The curriculum theories of mobile learning can be divided into two categories: feasibility schools and practice-mode schools.
First, research on the feasibility of mobile learning (Haojun et al.2016). Some educators believed that many factors influenced the mobile learning, and it was difficult to achieve good learning results in the teaching process due to economic factors, regional factors or self-control factors. Some educators believed that mobile learning could be superior to traditional learning methods and can improve the effectiveness of classroom teaching. For example, the empirical study on the effect of mobile learning carried out by Stanford University (Shang et al. 2020) compared students' learning using intelligent terminals and traditional teaching in the experimental process. The experimental results showed that the learning effect of mobile learning was better. Dr. Kichurn Nah from the University of Queensland in Australia tried to communicate and interact with students using mobile phones in classroom teaching earlier(Alonso 2017)), and found that mobile Internet was a fast and efficient way of communication. Students' learning effect was also remarkable, can quickly understand knowledge points in a short time, and complete the learning task. Duke University in the United States carried out mobile learning-assisted teaching (Khodabandelou et al.2021). In Spanish class, students used iPod terminals to learn words, listen to recordings, record their own pronunciation and receive teachers' comments. It improved the teaching effect and promoted students' active thinking.