Analysis of the Path and Teaching Effect of Informatization Reform of Law Professional Courses

Figure 1.

Figure 2.

Figure 3.

The observation scale of the control group

Teaching object	Control group	Observation time	40 minutes
Behavior category		Frequency	Subtotal
Interaction type	Teacher-student interaction	15	30
	Student-student interaction	5
	Teacher-class interaction	10
Answer way	Individual passive response	13	37
	Individual proactive response	6
	Collective response	12
	No response after questioning	4
	Ask another classmate after asking the question	2
Types of student responses	No answer	4	37
	Mechanical answer yes or no	6
	Cognitive and memorable responses	15
	Answer with comprehension and reasoning	12
	Provide creative and evaluation responses	0
Preparation time before answering	1s~10s	18	30
	10s~30s	12
	>30s	0
Time taken to answered questions	1s~10s	21	30
	10s~30s	9
	>30s	0
Answer quality		Right	Wrong
		37	43
		Praise or affirm	Error correction
	Teacher feedback	22	18

Correlation analysis between four evaluation factors

		Curriculum construction	Teacher teaching	Student subjectivity	Student’s learning harvest
Curriculum construction	Pearson correlation	1	0.958**	0.954**	0.943**
	Sig. (2-tailed)	-	0.000	0.000	0.000
Teacher teaching	Pearson correlation	0.959**	1	0.946**	0.952**
	Sig. (2-tailed)	0.000	-	0.000	0.000
Student subjectivity	Pearson correlation	0.953**	0.944**	1	0.967**
	Sig. (2-tailed)	0.000	0.000	-	0.000
Student’s learning harvest	Pearson correlation	0.948**	0.952**	0.969**	1
	Sig. (2-tailed)	0.000	0.000	0.000	-

Statistics of curriculum construction evaluation

Item	Coding	M±SD
The course teaching content is clear and clear, the emphasis is prominent, the level is clear.	A1	4.34±1.069
The course content has a predisposition.	A2	4.32±0.973
The challenge of the course goal setting can inspire my learning motivation.	A3	4.19±1.051
The course design theory and practice teaching arrangement are reasonable.	A4	4.31±0.946
The classroom can form equal exchanges and dialogue with teachers.	A5	4.55±0.992
The knowledge of the course can effectively help to solve the psychological problems in life.	A6	4.34±0.948
The teaching form of the course can meet the needs of learning.	A7	4.46±0.941
The teaching in the course effectively reflects the goals of the course.	A8	4.52±0.935
The course teaching embodies the students’ status.	A9	4.49±0.919
The whole classroom is better.	A10	4.51±0.905
Some teaching cases in the course will make me feel the same way.	A11	4.53±0.924
Curriculum construction	A	48.56±10.603

Statistics of students’ learning harvest evaluation

Item	Coding	M±SD
The impression of the course has changed.	D1	4.40±0.901
The importance of law is fully recognized.	D2	4.49±0.933
Understand and master the basic knowledge and skills of legal profession.	D3	4.42±0.904
Better regulate your mental state.	D4	4.44±0.934
Form effective classroom interaction.	D5	4.47±0.935
Confusion is effectively resolved.	D6	4.40±0.943
Strengthen the sense of self-law	D7	4.33±0.959
students’ learning harvest	D	30.95±6.509

Statistical results of the scores of the experimental group and the control group

	Group	Sample size	Average	Standard deviation	Standard error of mean
Pretest	Experimental group	52	71.16	12.165	1.608
	Control group	51	71.37	13.057	1.814
Posttest	Experimental group	52	79.64	11.826	1.585
	Control group	51	69.58	16.083	2.256

Independent sample t test results

	Levene test of the variance equation				T test of the mean equation
		F	Sig.	t	df	Sig.(2-tailed)	Mean difference	Standard deviation error
Pretest	Assuming equal variances	0.426	0.605	-0.075	101	0.895	-0.214	2.573
	Assuming unequal variances				100.148	0.895	-0.214	2.573
Posttest	Assuming equal variances	7.158	0.016	4.852	101	0.000	10.062	2.864
	Assuming unequal variances			4.876	98.459	0.000	10.062	2.857

Statistical results of flipped classroom teaching evaluation

	Number of cases	Scoring range	Total average score	Total average score/Number of questions
Curriculum construction	52	13~58	48.56	4.37
Teacher teaching	52	7~32	26.17	4.42
Student subjectivity	52	9~36	30.83	4.39
Student’s learning harvest	52	9~36	30.95	4.41

The observation scale of the experimental group

Teaching object	Experimental group	Observation time	40 minutes
Behavior category		Frequency	Subtotal
Interaction type	Teacher-student interaction	20	49
	Student-student interaction	14
	Teacher-class interaction	15
Answer way	Individual passive response	8	51
	Individual proactive response	22
	Collective response	18
	No response after questioning	0
	Ask another classmate after asking the question	3
Types of student responses	No answer	0	47
	Mechanical answer yes or no	0
	Cognitive and memorable responses	17
	Answer with comprehension and reasoning	25
	Provide creative and evaluation responses	5
Preparation time before answering	1s~10s	39	51
	10s~30s	12
	>30s	0
Time taken to answered questions	1s~10s	42	51
	10s~30s	9
	>30s	0
Answer quality		Right	Wrong
		60	44
		Praise or affirm	Error correction
	Teacher feedback	42	16

Statistics of student subjectivity evaluation

Item	Coding	M±SD
In the interaction of the course, it can form an emotional resonance with the students.	C1	4.36±0.912
In the course of the course, can communicate with teachers effectively.	C2	4.38±0.885
In the course I can effectively play the autonomy of learning.	C3	4.43±0.894
In the course of the course, we can adjust our mental state according to the course.	C4	4.45±0.884
I am willing to actively integrate into the various teaching links of legal courses.	C5	4.42±0.927
I will do it actively for the course tasks assigned by teachers.	C6	4.45±0.916
In the course of the course, my study input is higher.	C7	4.34±0.914
Student subjectivity	C	30.83±6.332

Statistics of teacher teaching evaluation

Item	Coding	M±SD
The teacher is more aware of the course content, and I can understand the content of the teaching.	B1	4.37±0.995
The teacher can adjust the teaching schedule according to the students’ understanding level.	B2	4.33±0.979
The teaching of teachers is enlightening and inspires our curiosity.	B3	4.34±1.012
Teachers can effectively adjust the atmosphere of the classroom and avoid the monotonous boredom.	B4	4.45±0.929
For the confusion in the course, the teacher can answer the feedback.	B5	4.34±0.984
A teacher can guide my confusion effectively.	B6	4.34±0.976
Teacher teaching	B	26.17±5.875