本研究旨在从教与学的角度出发，通过对贫困偏远地区高校课堂使用混合式课堂产品“雨课堂”的情况展开调研，进而探究“雨课堂”在贫困偏远地区高校学生使用“雨课堂”的心理与行为表现，得出使用“雨课堂”的用户心理与行为表现机制；贫困偏远地区高校大学生在使用“雨课堂”前后，使用后，希望成功的动机MS比使用前显著下降，成就动机总得分比使用前显著下降，负情绪比使用前显著上升，自我效能分数比使用前显著上升，自尊量表分数比使用前显著上升。大部分被调查用户对“雨课堂”授课模式能被广泛使用充满信心；有近一半的被调查者报告更喜欢用“雨课堂”学习。“雨课堂”在贫困偏远地区高校教师中使用人数还不够多；贫困地区高校课堂学生注重与老师互动，学生不注重课前预习和课后复习；有将近一半的被调查用户明确表示喜欢“雨课堂”这种教学形式，贫困偏远地区高校的学生用户对“雨课堂”的主观接受程度处于较高水平。 通过访谈用户，利用质性研究方法得出迭代方案“智能识课功能”的概念设计构想，采用设计软件，设计迭代版原型界面，利用眼动仪、SUS量表进行可用性测试。用户的读书年限与SUS量表分数存在弱的正相关,与可用性存在弱的正相关，读书年限越长的用户认为“智能识课功能”的可用性越高；用户身份对“智能识课功能”存在显著影响，教师用户在SUS量表总分、可用性分数方面显著比学生用户高。 建议加大“雨课堂”在贫困偏远地区普及度，转变教与学理念积极将“智慧+教育”产品应用到教与学的过程中，循序渐进更新“雨课堂”功能。

This study aims to explore the use of the mixed classroom product “rain class” in the classrooms of poor and remote areas from the perspective of teaching and learning, and then explore the use of “rain class” by college students in poor and remote areas. Psychological and behavioral performance, the user's psychological and behavioral performance mechanism using the “rain classroom”; before and after the use of the “rain class” in colleges and universities in the remote and remote areas, the motivation for successful MS is significantly lower than before use. The scores were significantly lower than before use, the negative emotions increased significantly before use, the self-efficacy scores increased significantly before use, and the self-esteem scale scores increased significantly before use. Most of the surveyed users are confident that the “Rain Classroom” teaching mode can be widely used; nearly half of the respondents report that they prefer to use the “rain class” to learn. Most of the surveyed users reported that 1-5 people used the “rain class” in their teachers. The “rain class” was not used enough among college teachers in poor and remote areas; college students in poor areas paid attention to interaction with teachers. Not paying attention to pre-study and after-school review; nearly half of the surveyed users clearly expressed their preference for the “rain classroom” teaching style, and the subjective acceptance of “rain classroom” by students in poor and remote colleges is at a high level. Through interviewing users, the qualitative design method is used to derive the conceptual design concept of the iterative scheme “intelligent learning function”. The design software is used to design the iterative version of the prototype interface, and the usability test is performed by using the eye tracker and SUS scale. There is a weak positive correlation between the user's reading period and the SUS scale score, and a weak positive correlation with the usability. The longer the reading period, the higher the availability of the "intelligent learning function"; the user identity is "intelligent learning function" There is a significant impact that teacher users are significantly higher than the student users in terms of total scores and usability of the SUS scale. It is suggested to increase the popularity of the “rain classroom” in remote and remote areas, transform the teaching and learning concepts, and actively apply the “smart + education” products to the process of teaching and learning, and gradually update the “rain classroom” function.