教师在线教学准备与学生学习效果的关系探究学习者控制与学业情绪的中介作用

教师在线教学准备与学生学习效果的关系探究学习者控制与学业情绪的中介作用一、本文概述Overviewofthisarticle随着信息技术的快速发展和教育改革的不断深化，在线教学已经成为教育领域的一种重要形式。然而，教师在线教学准备的质量如何影响学生的学习效果，以及这一过程中学习者控制和学业情绪所起的中介作用，仍是值得深入探讨的问题。本文旨在探讨教师在线教学准备与学生学习效果之间的关系，并深入分析学习者控制和学业情绪在这一过程中的中介作用，以期为提升在线教学质量和学生学习效果提供理论支持和实践指导。Withtherapiddevelopmentofinformationtechnologyandthecontinuousdeepeningofeducationalreform,onlineteachinghasbecomeanimportantforminthefieldofeducation.However,howthequalityofteacherpreparationforonlineteachingaffectsthelearningoutcomesofstudents,andthemediatingroleoflearnercontrolandacademicemotionsinthisprocess,arestillissuesworthfurtherexploration.Thisarticleaimstoexploretherelationshipbetweenteacherpreparationforonlineteachingandstudentlearningoutcomes,andtodeeplyanalyzethemediatingroleoflearnercontrolandacademicemotionsinthisprocess,inordertoprovidetheoreticalsupportandpracticalguidanceforimprovingthequalityofonlineteachingandstudentlearningoutcomes.本文首先将对教师在线教学准备的定义、内涵及其对学生学习效果的影响进行阐述，明确研究背景和目的。接着，通过文献综述和理论分析，探讨学习者控制和学业情绪在在线教学过程中的作用机制，以及它们如何影响学生的学习效果。在此基础上，本文将构建理论模型，并提出相应的研究假设。Thisarticlewillfirstelaborateonthedefinition,connotation,andimpactofteacheronlineteachingpreparationonstudentlearningoutcomes,clarifyingtheresearchbackgroundandobjectives.Next,throughliteraturereviewandtheoreticalanalysis,explorethemechanismsoflearnercontrolandacademicemotionsinonlineteachingprocesses,andhowtheyaffectstudentlearningoutcomes.Onthisbasis,thisarticlewillconstructatheoreticalmodelandproposecorrespondingresearchhypotheses.为了验证理论模型和研究假设，本文将采用量化研究和质性研究相结合的方法，收集相关数据并进行分析。量化研究将通过问卷调查等方式收集教师和学生的数据，运用统计软件对数据进行分析和检验；质性研究则将通过访谈、观察等方式深入了解在线教学过程中的实际情况，为量化研究结果提供补充和验证。Inordertoverifythetheoreticalmodelandresearchhypotheses,thisarticlewilluseacombinationofquantitativeandqualitativeresearchmethodstocollectrelevantdataandconductanalysis.Quantitativeresearchwillcollectdatafromteachersandstudentsthroughquestionnairesandothermethods,andusestatisticalsoftwaretoanalyzeandtestthedata;Qualitativeresearchwilldeepentheunderstandingoftheactualsituationinonlineteachingthroughinterviews,observations,andothermeans,providingsupplementaryandvalidationforquantitativeresearchresults.本文将对研究结果进行讨论和总结，提出针对性的建议和对策，以期提升教师在线教学准备的质量，优化在线教学过程，提高学生的学习效果和满意度。本文还将指出研究的局限性和未来研究方向，为后续研究提供参考和借鉴。Thisarticlewilldiscussandsummarizetheresearchresults,proposetargetedsuggestionsandcountermeasures,inordertoimprovethequalityofteacheronlineteachingpreparation,optimizetheonlineteachingprocess,andimprovestudentlearningeffectivenessandsatisfaction.Thisarticlewillalsopointoutthelimitationsoftheresearchandfutureresearchdirections,providingreferenceandinspirationforsubsequentresearch.二、文献综述Literaturereview随着信息技术的飞速发展，在线教学已成为教育领域的一种重要形式。这种新兴的教学方式为教师和学生提供了更为灵活的学习和教学环境，同时也对教学质量和学生的学习效果产生了深远的影响。因此，深入探讨教师在线教学准备与学生学习效果之间的关系，以及学习者控制和学业情绪在其中的中介作用，对于提升在线教学质量和促进学生学业进步具有重要意义。Withtherapiddevelopmentofinformationtechnology,onlineteachinghasbecomeanimportantforminthefieldofeducation.Thisemergingteachingmethodprovidesteachersandstudentswithamoreflexiblelearningandteachingenvironment,whilealsohavingaprofoundimpactonteachingqualityandstudentlearningoutcomes.Therefore,in-depthexplorationoftherelationshipbetweenteacherpreparationforonlineteachingandstudentlearningoutcomes,aswellasthemediatingroleoflearnercontrolandacademicemotions,isofgreatsignificanceforimprovingthequalityofonlineteachingandpromotingstudentacademicprogress.关于教师在线教学准备的研究，已有文献表明，教师的技术熟练程度、教学内容设计、师生互动策略等因素均会显著影响在线教学的效果。教师的技术熟练程度不仅关系到在线教学平台的顺畅运行，更直接影响到学生的学习体验和参与度。教学内容的设计则直接决定了学生的学习内容和深度，良好的内容设计能够激发学生的学习兴趣和动力。师生互动策略则能够有效提升在线环境下的学生参与感和归属感，从而促进学习效果的提升。Researchonthepreparationofteachersforonlineteachinghasshownthatfactorssuchastheirtechnicalproficiency,teachingcontentdesign,andteacher-studentinteractionstrategiescansignificantlyaffecttheeffectivenessofonlineteaching.Thetechnicalproficiencyofteachersisnotonlyrelatedtothesmoothoperationofonlineteachingplatforms,butalsodirectlyaffectsthelearningexperienceandparticipationofstudents.Thedesignofteachingcontentdirectlydeterminesthelearningcontentanddepthofstudents,andgoodcontentdesigncanstimulatetheirinterestandmotivationinlearning.Theteacher-studentinteractionstrategycaneffectivelyenhancethesenseofparticipationandbelongingofstudentsintheonlineenvironment,therebypromotingtheimprovementoflearningeffectiveness.学生的学习效果不仅仅受到教师在线教学准备的影响，学习者自身的控制和情绪也起着重要的中介作用。学习者控制是指学生在学习过程中对自己学习行为、学习进度和学习策略的自我调节和掌控。研究表明，学习者控制能够有效促进学生的学习动机和自主学习能力，进而提升学习效果。学业情绪则是指学生在学习过程中产生的各种情绪体验，包括焦虑、兴趣、挫败感等。这些情绪体验会直接影响学生的学习态度和投入程度，从而影响学习效果。Thelearningeffectivenessofstudentsisnotonlyinfluencedbytheteacher'sonlineteachingpreparation,butalsobythelearner'sowncontrolandemotionsplayinganimportantmediatingrole.Learnercontrolreferstotheself-regulationandcontrolofstudentsovertheirlearningbehavior,progress,andstrategiesduringthelearningprocess.Researchhasshownthatlearnercontrolcaneffectivelypromotestudents'learningmotivationandself-directedlearningability,therebyimprovinglearningoutcomes.Academicemotionsrefertovariousemotionalexperiencesthatstudentsexperienceduringthelearningprocess,includinganxiety,interest,andfrustration.Theseemotionalexperienceswilldirectlyaffectstudents'learningattitudesandlevelsofengagement,therebyaffectinglearningoutcomes.教师的在线教学准备、学习者控制和学业情绪是相互关联、共同作用于学生学习效果的重要因素。未来的研究可以进一步探讨如何通过优化教师的在线教学准备、提升学习者的控制能力和调节学业情绪，从而更有效地提升在线环境下的学习效果。也可以关注不同学科、不同学习阶段的学生在这些因素上的差异和特点，以提供更具针对性的教学支持和学习指导。Theonlineteachingpreparationofteachers,learnercontrol,andacademicemotionsareimportantfactorsthatareinterrelatedandjointlyaffectthelearningoutcomesofstudents.Futureresearchcanfurtherexplorehowtooptimizeteachers'onlineteachingpreparation,enhancelearners'controlability,andregulateacademicemotions,inordertomoreeffectivelyenhancelearningoutcomesinonlineenvironments.Itisalsopossibletopayattentiontothedifferencesandcharacteristicsofstudentsindifferentdisciplinesandlearningstagesinthesefactors,inordertoprovidemoretargetedteachingsupportandlearningguidance.三、理论框架与研究假设Theoreticalframeworkandresearchhypotheses在探讨教师在线教学准备与学生学习效果之间的关系时，需要构建一个全面而深入的理论框架，以指导后续的研究。本研究基于学习者控制和学业情绪的中介作用，构建了以下理论框架和研究假设。Whenexploringtherelationshipbetweenteacheronlineteachingpreparationandstudentlearningoutcomes,itisnecessarytoconstructacomprehensiveandin-depththeoreticalframeworktoguidesubsequentresearch.Thisstudyconstructsthefollowingtheoreticalframeworkandresearchhypothesesbasedonthemediatingroleoflearnercontrolandacademicemotions.理论框架方面，本研究认为，教师在线教学准备是影响学生学习效果的重要因素之一。这种影响并非直接产生，而是通过学习者控制和学业情绪这两个中介变量间接作用于学习效果。具体而言，教师的在线教学准备越充分，越能激发学生的学习兴趣和积极性，提高学生的学习者控制感，从而增强学生的学习动力和效率。同时，良好的在线教学准备还能有效缓解学生的学业压力，减少负面情绪的产生，进一步促进学生的学习效果。Intermsoftheoreticalframework,thisstudybelievesthatteacheronlineteachingpreparationisoneoftheimportantfactorsaffectingstudentlearningoutcomes.Thisimpactisnotdirectlygenerated,butindirectlyaffectslearningoutcomesthroughtwomediatingvariables:learnercontrolandacademicemotions.Specifically,themorefullypreparedteachersareforonlineteaching,themoretheycanstimulatestudents'interestandenthusiasmforlearning,improvetheirsenseoflearnercontrol,andthusenhancetheirlearningmotivationandefficiency.Meanwhile,goodpreparationforonlineteachingcaneffectivelyalleviatestudents'academicpressure,reducethegenerationofnegativeemotions,andfurtherpromotetheirlearningoutcomes.假设一：教师在线教学准备与学生学习效果之间存在正相关关系。即教师的在线教学准备越充分，学生的学习效果越好。Assumption1:Thereisapositivecorrelationbetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Themorefullypreparedteachersareforonlineteaching,thebetterthelearningoutcomesofstudents.假设二：学习者控制在教师在线教学准备与学生学习效果之间起中介作用。即教师的在线教学准备不仅直接影响学生学习效果，还通过提高学生的学习者控制感来间接影响学习效果。Assumption2:Learnercontrolplaysamediatingrolebetweenteacher'sonlineteachingpreparationandstudentlearningoutcomes.Theonlineteachingpreparationofteachersnotonlydirectlyaffectsthelearningeffectivenessofstudents,butalsoindirectlyaffectsthelearningeffectivenessbyimprovingtheirsenseoflearnercontrol.假设三：学业情绪在教师在线教学准备与学生学习效果之间起中介作用。即教师的在线教学准备不仅直接影响学生学习效果，还通过改善学生的学业情绪来间接影响学习效果。Assumption3:Academicemotionsplayamediatingrolebetweenteacher'sonlineteachingpreparationandstudentlearningoutcomes.Theonlineteachingpreparationofteachersnotonlydirectlyaffectsthelearningeffectivenessofstudents,butalsoindirectlyaffectsthelearningeffectivenessbyimprovingtheiracademicemotions.通过验证这些假设，本研究旨在深入探究教师在线教学准备与学生学习效果之间的关系及其内在机制，为提升在线教学的质量和效果提供理论支持和实证依据。Byverifyingthesehypotheses,thisstudyaimstoexploreindepththerelationshipandunderlyingmechanismsbetweenteacherpreparationforonlineteachingandstudentlearningoutcomes,providingtheoreticalsupportandempiricalevidenceforimprovingthequalityandeffectivenessofonlineteaching.四、研究方法Researchmethods本研究采用定量研究的方法，以揭示教师在线教学准备与学生学习效果之间的关系，并探究学习者控制和学业情绪在其中的中介作用。具体研究方法如下：Thisstudyadoptsaquantitativeresearchmethodtorevealtherelationshipbetweenteacheronlineteachingpreparationandstudentlearningeffectiveness,andtoexplorethemediatingroleoflearnercontrolandacademicemotionsinit.Thespecificresearchmethodsareasfollows:文献综述：通过查阅国内外相关文献，对教师在线教学准备、学生学习效果、学习者控制和学业情绪等概念进行界定，了解它们之间的关系和现有研究的不足之处，为本研究提供理论基础和参考依据。Literaturereview:Byreviewingrelevantliteraturebothdomesticallyandinternationally,thisstudydefinesconceptssuchasteacheronlineteachingpreparation,studentlearningoutcomes,learnercontrol,andacademicemotions,andunderstandstheirrelationshipsandtheshortcomingsofexistingresearch.Thisprovidesatheoreticalbasisandreferenceforthisstudy.问卷调查：设计包含教师在线教学准备、学习者控制、学业情绪和学生学习效果等维度的问卷，通过在线平台向广大教师和学生发放，收集他们在在线教学过程中的实际体验和感受。Questionnairesurvey:Designaquestionnairethatincludesdimensionssuchasteacheronlineteachingpreparation,learnercontrol,academicemotions,andstudentlearningoutcomes.Distributeittoteachersandstudentsthroughonlineplatformstocollecttheiractualexperiencesandfeelingsduringtheonlineteachingprocess.数据分析：采用结构方程模型（SEM）对数据进行分析，检验教师在线教学准备、学习者控制、学业情绪和学生学习效果之间的路径关系，并计算中介效应的大小。同时，通过描述性统计、相关性分析等方法，对数据进行初步的处理和分析。Dataanalysis:Structuralequationmodeling(SEM)isusedtoanalyzethedata,examinethepathrelationshipbetweenteacheronlineteachingpreparation,learnercontrol,academicemotions,andstudentlearningoutcomes,andcalculatethemagnitudeofthemediatingeffect.Atthesametime,preliminarydataprocessingandanalysisarecarriedoutthroughdescriptivestatistics,correlationanalysis,andothermethods.访谈法：为了更深入地了解教师在线教学准备的具体情况和学生的学习体验，本研究还将采用访谈法，对一些具有代表性的教师和学生进行深入访谈，获取他们的真实想法和感受。Interviewmethod:Inordertogainadeeperunderstandingofthespecificpreparationofteachersforonlineteachingandthelearningexperienceofstudents,thisstudywillalsouseinterviewmethodtoconductin-depthinterviewswithsomerepresentativeteachersandstudentstoobtaintheirtruethoughtsandfeelings.案例研究：选取几个典型的在线教学案例，通过对案例的深入分析和比较，探究教师在线教学准备与学生学习效果之间的关系以及学习者控制和学业情绪的中介作用。Casestudy:Selectseveraltypicalonlineteachingcases,andthroughin-depthanalysisandcomparisonofthecases,exploretherelationshipbetweenteacheronlineteachingpreparationandstudentlearningeffectiveness,aswellasthemediatingroleoflearnercontrolandacademicemotions.通过综合运用以上研究方法，本研究旨在全面、深入地揭示教师在线教学准备与学生学习效果之间的关系及其机制，为提升在线教学的质量和效果提供有益的参考和建议。Bycomprehensivelyapplyingtheaboveresearchmethods,thisstudyaimstocomprehensivelyanddeeplyrevealtherelationshipandmechanismbetweenteacheronlineteachingpreparationandstudentlearningeffectiveness,andprovideusefulreferencesandsuggestionsforimprovingthequalityandeffectivenessofonlineteaching.五、研究结果Researchresults本研究通过深入探究教师在线教学准备与学生学习效果之间的关系，以及学习者控制和学业情绪在这一关系中的中介作用，得出了一系列重要的研究结果。Thisstudyobtainedaseriesofimportantresearchresultsbydelvingintotherelationshipbetweenteacheronlineteachingpreparationandstudentlearningoutcomes,aswellasthemediatingroleoflearnercontrolandacademicemotionsinthisrelationship.研究结果显示，教师在线教学准备的质量对学生的学习效果有着显著的正向影响。具体来说，教师在教学准备中投入的时间、精力和策略，如课程设计的合理性、资源的丰富性、互动的多样性等，都直接促进了学生学习成绩的提升和学习态度的改善。这表明，高质量的在线教学准备是提高学生学习效果的关键因素之一。Theresearchresultsshowthatthequalityofonlineteachingpreparationbyteachershasasignificantpositiveimpactonstudentlearningoutcomes.Specifically,thetime,energy,andstrategiesinvestedbyteachersinteachingpreparation,suchastherationalityofcurriculumdesign,therichnessofresources,andthediversityofinteractions,alldirectlypromotetheimprovementofstudents'academicperformanceandlearningattitudes.Thisindicatesthathigh-qualityonlineteachingpreparationisoneofthekeyfactorsinimprovingstudentlearningoutcomes.本研究发现，学习者控制在教师在线教学准备与学生学习效果之间起到了中介作用。具体来说，学习者控制感越强，他们对在线学习的兴趣和动力就越大，从而更愿意参与到学习活动中，进而提升学习效果。这一发现强调了在线教学环境中学习者自主性的重要性，为教师在设计在线课程时如何提升学生的控制感提供了有益的启示。Thisstudyfoundthatlearnercontrolplaysamediatingrolebetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Specifically,thestrongerthelearner'ssenseofcontrol,thegreatertheirinterestandmotivationinonlinelearning,andthustheyaremorewillingtoparticipateinlearningactivities,therebyimprovinglearningoutcomes.Thisdiscoveryemphasizestheimportanceoflearnerautonomyinonlineteachingenvironments,providingusefulinsightsforteachersonhowtoenhancestudents'senseofcontrolwhendesigningonlinecourses.本研究还发现，学业情绪在教师在线教学准备与学生学习效果之间也起到了中介作用。具体而言，学生对在线学习的情绪反应，如焦虑、兴奋、挫败感等，会直接影响他们的学习效果。当学生对在线学习持有积极情绪时，他们的学习效果会更好；反之，消极情绪则会阻碍学习效果的提升。这一发现提醒教师在在线教学过程中要密切关注学生的情绪变化，并采取有效措施来提升学生的学业情绪，从而促进学习效果的提升。Thisstudyalsofoundthatacademicemotionsplayamediatingrolebetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Specifically,students'emotionalreactionstoonlinelearning,suchasanxiety,excitement,andfrustration,candirectlyaffecttheirlearningoutcomes.Whenstudentshaveapositiveattitudetowardsonlinelearning,theirlearningoutcomeswillbebetter;Onthecontrary,negativeemotionscanhindertheimprovementoflearningoutcomes.Thisdiscoveryremindsteacherstocloselymonitortheemotionalchangesofstudentsduringonlineteachingandtakeeffectivemeasurestoenhancetheiracademicemotions,therebypromotingtheimprovementoflearningoutcomes.本研究揭示了教师在线教学准备、学习者控制、学业情绪与学生学习效果之间的复杂关系。这些发现对于提升在线教学的质量和效果具有重要的理论和实践意义。Thisstudyrevealsthecomplexrelationshipbetweenteacheronlineteachingpreparation,learnercontrol,academicemotions,andstudentlearningoutcomes.Thesefindingshaveimportanttheoreticalandpracticalsignificanceforimprovingthequalityandeffectivenessofonlineteaching.六、讨论Discussion本研究探讨了教师在线教学准备与学生学习效果之间的关系，并深入分析了学习者控制和学业情绪在这一关系中的中介作用。通过实证研究，我们得出了一些有趣的发现，这些发现对于提升在线教学的质量和效果具有重要意义。Thisstudyexplorestherelationshipbetweenteacherpreparationforonlineteachingandstudentlearningoutcomes,anddelvesintothemediatingroleoflearnercontrolandacademicemotionsinthisrelationship.Throughempiricalresearch,wehavemadesomeinterestingfindingsthatareofgreatsignificanceforimprovingthequalityandeffectivenessofonlineteaching.我们的研究结果表明，教师的在线教学准备与学生的学习效果之间存在显著的正相关关系。这可能是因为充分的准备能够帮助教师更好地设计教学内容、选择合适的教学方法、以及有效地管理在线课堂。这些都有助于提高学生的学习效果。Ourresearchfindingsindicateasignificantpositivecorrelationbetweenteachers'onlineteachingpreparationandstudents'learningoutcomes.Thismaybebecauseadequatepreparationcanhelpteachersbetterdesignteachingcontent,chooseappropriateteachingmethods,andeffectivelymanageonlineclassrooms.Theseallcontributetoimprovingthelearningoutcomesofstudents.本研究发现学习者控制在教师在线教学准备与学生学习效果之间起到了中介作用。这意味着教师的在线教学准备不仅直接影响学生的学习效果，还通过影响学习者的控制感来间接影响学习效果。当教师充分准备在线教学时，他们能够创造出更有利于学习者参与和控制的学习环境，从而提高学习者的控制感和学习效果。Thisstudyfoundthatlearnercontrolplaysamediatingrolebetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Thismeansthattheonlineteachingpreparationofteachersnotonlydirectlyaffectsthelearningeffectivenessofstudents,butalsoindirectlyaffectsthelearningeffectivenessbyaffectingthelearner'ssenseofcontrol.Whenteachersarefullypreparedforonlineteaching,theycancreatealearningenvironmentthatismoreconducivetolearnerparticipationandcontrol,therebyimprovinglearners'senseofcontrolandlearningeffectiveness.本研究还发现学业情绪在教师在线教学准备与学生学习效果之间也起到了中介作用。教师的在线教学准备可能通过影响学生的学业情绪来间接影响学习效果。当教师准备充分时，他们的教学更有可能激发学生的学习兴趣和积极情绪，从而提高学生的学习效果。Thisstudyalsofoundthatacademicemotionsplayamediatingrolebetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Theonlineteachingpreparationofteachersmayindirectlyaffectlearningoutcomesbyinfluencingstudents'academicemotions.Whenteachersarefullyprepared,theirteachingismorelikelytostimulatestudents'learninginterestandpositiveemotions,therebyimprovingtheirlearningoutcomes.然而，需要注意的是，本研究还存在一些局限性。本研究主要关注的是教师的在线教学准备对学生学习效果的影响，而未考虑其他可能的影响因素，如学生的学习背景、学习习惯等。未来的研究可以进一步拓展这些因素对学习效果的影响。本研究的样本量相对较小，可能无法完全代表所有在线教学的情况。未来的研究可以通过扩大样本量来提高研究的普遍性和可靠性。However,itshouldbenotedthatthisstudystillhassomelimitations.Thisstudymainlyfocusesontheimpactofteachers'onlineteachingpreparationonstudentlearningoutcomes,withoutconsideringotherpossibleinfluencingfactorssuchasstudentlearningbackgroundandhabits.Futureresearchcanfurtherexpandtheimpactofthesefactorsonlearningoutcomes.Thesamplesizeofthisstudyisrelativelysmallandmaynotfullyrepresentallonlineteachingsituations.Futureresearchcanimprovetheuniversalityandreliabilityofresearchbyexpandingthesamplesize.本研究探讨了教师在线教学准备与学生学习效果之间的关系以及学习者控制和学业情绪的中介作用。通过实证研究，我们得出了一些有意义的结论。然而，由于研究的局限性，未来的研究可以进一步拓展和深化这一领域的研究。Thisstudyexplorestherelationshipbetweenteacherpreparationforonlineteachingandstudentlearningoutcomes,aswellasthemediatingroleoflearnercontrolandacademicemotions.Throughempiricalresearch,wehavedrawnsomemeaningfulconclusions.However,duetolimitationsinresearch,futureresearchcanfurtherexpandanddeepenresearchinthisfield.七、结论Conclusion本研究通过深入探究教师在线教学准备与学生学习效果之间的关系，以及学习者控制和学业情绪在这一关系中的中介作用，得出了一系列有意义的结论。Thisstudyhasdrawnaseriesofmeaningfulconclusionsbydelvingintotherelationshipbetweenteacheronlineteachingpreparationandstudentlearningoutcomes,aswellasthemediatingroleoflearnercontrolandacademicemotionsinthisrelationship.研究发现教师在线教学准备的质量对学生的学习效果有着显著的正面影响。这一发现强调了教师在线教学能力的重要性，特别是在远程教育和在线学习日益普及的背景下。教师的准备程度不仅影响教学质量，还直接关系到学生的学习成果。Researchhasfoundthatthequalityofteacherpreparationforonlineteachinghasasignificantpositiveimpactonstudentlearningoutcomes.Thisdiscoveryemphasizestheimportanceofteachers'onlineteachingabilities,especiallyinthecontextoftheincreasingpopularityofdistanceeducationandonlinelearning.Thelevelofpreparationofteachersnotonlyaffectsthequalityofteaching,butalsodirectlyaffectsthelearningoutcomesofstudents.研究揭示了学习者控制在教师在线教学准备与学生学习效果之间起到了重要的中介作用。这意味着，学习者的自我管理能力、学习策略运用以及学习动机等因素，在转化教师的教学准备为学习成果的过程中扮演着关键角色。因此，教育者应该注重培养学习者的自我控制能力，以促进学习效果的提升。Thestudyrevealedthatlearnercontrolplaysanimportantmediatingrolebetweenteacheronlineteachingpreparationandstudentlearningoutcomes.Thismeansthatfactorssuchasself-managementability,learningstrategyapplication,andlearningmotivationoflearnersplayacrucialroleintransformingteachers'teachingpreparationintolearningoutcomes.Therefore,educatorsshouldfocusoncultivatinglearners'self-controlabilitiestopromotetheimprovementoflearningoutcomes.本研究还发现学业情绪在学习者控制和学习效果之间也起到了中介作用。学生的情绪状态对他们的学习动力和学业表现具有重要影响。积极的学业情绪能够激发学生的学习兴趣和动力，从而提高学习效果。因此，教师在在线教学过程中应该关注学生的情绪状态，创造一个积极、愉快的学习环境。Thisstudyalsofoundthatacademicemotionsplayamediatingrolebetweenlearnercontrolandlearningoutcomes.Theemotionalstateofstudentshasasignificantimpactontheirlearningmotivationandacademicperformance.Positiveacademicemotionscanstimulatestudents'interestandmotivationinlearning,therebyimprovinglearningoutcomes.Therefore,teachersshouldpayattentiontotheemotionalstateofstudentsandcreateapositiveandenjoyablelearningenvironmentduringonlineteaching.本研究不仅证实了教师在线教学准备对学生学习效果的重要影响，还揭示了学习者控制和学业情绪在其中的中介作用。这些发现为在线教育实践提供了有益的启示：要提高学生的学习效果，不仅需要教师做好充分的在线教学准备，还需要关注学习者的自我控制能力和学业情绪状态。未来的研究可以进一步探讨如何通过具体的干预措施来提升学习者的自我控制能力和学业情绪，从而实现更好的学习效果。Thisstudynotonlyconfirmsthesignificantimpactofteacheronlineteachingpreparationonstudentlearningoutcomes,butalsorevealsthemediatingroleoflearnercontrolandacademicemotions.Thesefindingsprovideusefulinsightsforonlineeducationpractice:toimprovestudentlearningoutcomes,itisnotonlynecessaryforteacherstoprepareadequatelyforonlineteaching,butalsotopayattentiontotheself-controlabilityandacademicemotionalstateoflearners.Futureresearchcanfurtherexplorehowtoenhancelearners'self-controlandacademicemotionsthroughspecificinterventionmeasures,inordertoachievebetterlearningoutcomes.九、附录Appendix亲爱的教师与同学们，您好！我们正在进行一项关于在线教学准备与学生学习效果关系的研究。请您花费几分钟时间完成以下问卷，您的回答将