Data_Sheet_1_The Teaching Design Methods Under Educational Psychology Based on Deep Learning and Artificial Intelligence.docx

This study aims to evaluate the practical application value of the teaching method under the guidance of educational psychology and artificial intelligence (AI) design, taking the deep learning theory as the basis of teaching design. The research objects of this study involve all the teachers, students, and students' parents of Ningbo Middle School. The questionnaires are developed to survey the changes in the performance of students before and after the implementation of the teaching design and the satisfaction of all teachers, students, and parents to different teaching methods by comparing the two results and the satisfaction ratings. All objects in this study volunteer to participate in the questionnaire survey. The results suggest the following: (1) the effective return rates of the questionnaires to teachers, students, and parents are 97, 99, and 95%, respectively, before implementation; whereas those after implementation are 98, 99, and 99%, respectively. Comparison of the two return results suggests that there was no significant difference statistically (P > 0.05). (2) Proportion of scoring results before and after implementation is given as follows: the proportions of levels A, B, C, and D are 35, 40, 15, and 10% before implementation, respectively; while those after implementation are 47, 36, 12, and 5%, respectively. After the implementation, the proportion of level A is obviously higher than that before the implementation, and the proportions of other levels decreased in contrast to those before the implementation, showing statistically obvious differences (P < 0.05). (3) The change in the performance of each subject after 1 year implementation is significantly higher than that before the implementation, and the change in the average performance of each subject shows an upward trend. In summary, (1) the comparison on the effective return rate of the satisfaction survey questionnaire proves the feasibility of its scoring results. (2) The comparison of the survey scoring results shows that people are more satisfied with the new educational design teaching method. (3) The comparison of the change in the performance of each subject before and after the implementation indirectly reflects the drawbacks of partial subject education, indicating that the school should pay the same equal attention to every subject. (4) Due to various objective and subjective factors, the results of this study may be different from the actual situation slightly, and its accuracy has to be further explored in the future.本研究以深度学习理论为教学设计依据，旨在评估教育心理学与人工智能（Artificial Intelligence，AI）设计指导下的教学方法的实际应用价值。本研究的研究对象涵盖宁波中学全体教师、学生及学生家长。本研究通过编制问卷，对比教学设计实施前后的学生学业表现变化，以及全体师生、家长对不同教学方法的满意度评分结果，以此调研相关情况。所有研究对象均自愿参与本次问卷调查。 研究结果如下：(1) 实施前教师、学生、家长的问卷有效回收率分别为97%、99%、95%；实施后分别为98%、99%、99%。两组回收率对比无统计学显著差异（P > 0.05）。(2) 实施前后的评分占比情况如下：实施前A级、B级、C级、D级占比分别为35%、40%、15%、10%；实施后分别为47%、36%、12%、5%。实施后A级占比显著高于实施前，其余等级占比均较实施前有所下降，差异具有统计学意义（P < 0.05）。(3) 实施1年后各学科的学业表现变化量显著高于实施前，且各学科的平均学业成绩呈上升趋势。 综上，(1) 满意度调查问卷的有效回收率对比验证了其评分结果的可行性；(2) 调查评分结果对比显示，人群对新型教学设计教学方法的满意度更高；(3) 各学科实施前后学业表现变化量的对比间接反映了部分学科教育存在的短板，表明学校应均衡重视各学科教学；(4) 受各类主客观因素影响，本研究结果或与实际情况存在小幅偏差，其准确性有待未来进一步探究。