In line with the progress and development of the times, educational informatization has become an inevitable trend in the development of education in the new era. Information technology has an immeasurable impact on China's current education development. Tsinghua University has launched an online teaching tool called "Rain Classroom", which has turned mobile phones into a learning tool for students, giving new experiences to the three stages before, during, and after class. The author conducted a questionnaire survey on the learning satisfaction evaluation of 155 students in the School of Physical Education of Sichuan Normal University from 2018 to 2021 who had used the "Rain Classroom" smart teaching platform for social sports. It was found that the overall satisfaction of students in social sports towards Rain Classroom is relatively satisfactory. As a new teaching model, blended learning based on rain classroom support has many innovations, but it also has some problems. The author analyzed the teaching advantages of the Rain Classroom smart platform and various factors that affect students' learning satisfaction through the literature collected in the early stage and the survey results in the later stage. Based on the influencing factors, the author proposed suggestions to enhance students' satisfaction from different aspects, maximizing the advantages of the Rain Classroom smart platform in the teaching process, improving the construction of the "Rain Classroom" smart platform, and improving the teaching quality of online courses in schools, to contribute to the development of educational informatization in China.

Yu Xuelian. A Survey of Student Satisfaction in Blended Teaching Based on "Rain Classroom". International Journal of New Developments in Education (2023) Vol. 5, Issue 23: 39-44. https://doi.org/10.25236/IJNDE.2023.052307.

[1] Wang Shuaiguo. Rain Classroom: A Smart Teaching Tool in the Context of Mobile Internet and Big Data [J]. Modern Educational Technology, 2017, 27 (05): 26-32. 

[2] Zheng Jing. The application of flipped classroom and blended teaching in general education courses in universities [J]. Theoretical Research and Practice of Innovation and Entrepreneurship, 2021, 4 (13): 135-137. 

[3] Zhai Xuesong, Shi Congcong. The Implementation Status, Challenges, and Prospects of the Ten-year Development Plan for Education Informatization (2011-2020) [J]. Modern Education Technology, 2020, 30 (12): 20-27. 

[4] Yang Zhijun. Adult Education Teaching Innovation under "Internet plus" [J]. China Adult Education, 2017 (12): 90-93. 

[5] Chen Li, Lin Shiyuan, Zheng Qinhua. Opportunities and challenges of China's distance education in the era of "Internet plus" [J]. Modern Distance Education Research, 2016 (01): 3-10. 

[6] Lei Chaozi. Education Informatization: From 1. 0 to 2. 0- The Trend and Thinking of the Development of Education Informatization in China in the New Era [J]. Journal of East China Normal University (Education Science Edition), 2018, 36 (01): 98-103+164. 

[7] Jiang Xinhua. A Study on the Factors Influencing Blended Teaching from the Perspective of Student Satisfaction [D]. Shandong Normal University, 2018. 

[8] Yan Shi. A Study on the Satisfaction and Influencing Factors of Blended Learning Learners Supported by Rain Classroom [D]. Yunnan University, 2018. 

[9] Li Peng, Yi Shuming, Zheng Xiaoni. Evaluation of the Application Effect of "Rain Classroom" in the "Three Stage Guidance" before, during, and after Class [J]. Nursing Research, 2018, 32 (04): 560-563. 

[10] Zang Jingjing, Guo Liwen. Dripping Water Becomes Rain - Entering the Rain Classroom [J]. Information and Computer (Theoretical Edition), 2016 (08): 235-236.