A Case Study On Classroom Teaching In Rural Primary Schools Under The Background Of Urban-rural Integration

With a rapid development of urban-rural integration process in our country, ithas made great progress in political, economic, cultural and other fields in the ruralareas, and the education in the process of urban-rural integration has been changingconstantly. Under the background of the social transformation, what changes areoccurring in the classroom teaching in the rural primary schoo, which is one of themain carriers of rural education, is an important problem we should focus on.Depiction of rural primary school classroom teaching characteristics can help usunderstand the present situation of rural elementary school teaching, and make theright judgment and decision to promote the balanced development of the education.In order to highlight the background of urban-rural integration, our researchwas restricted to the rural areas which are affected obviously by urban-ruralintegration process in this dissertation. With a description of the characteristics ofrural primary school classroom teaching, the dissertation aimed to explore theinfluence factors to rural primary school classroom teaching, so as to attract moreattention to rural teaching under the background of urban-rural integration. This willprovide strategies and suggestions for reference for the development of ruraleducation, thereby realizing the balanced development of urban and rural educationeffectively.This study mainly used the qualitative research method and chose the caseresearch method based on interpretivism research orientation. With a purpose ofsampling, we chose a Chinese language teacher in the suburban rural primary schooland his class as a tool sample. We observed28Chinese lessons which the teacherhad, and had an interview to37people. In addition, we separately carried on aquestionnaire survey to27students in the case class, the survey data was used toinvestegate the basic situation and some phenomena.On the whole, the Chinese classroom teaching of rural primary schoolembodies the rural classroom signs of improvement in the new period. However,these improvements are usually accompanied by rural inherent shortage. Therefore,the characteristics of the Chinese classroom teaching of rural primary school are thecontradiction between change and growing interaction. With the classroomobservation records and videos to analyze and generalize the classroom teachingcharacteristics, we made an analysis of28Chinese lessons from three dimensionsinvolving teacher’s teaching, students’ learning and teacher-student relationship, and then concludes the characteristics of rural primary school classroom teaching. Thesecharacteristics include: teacher’s teaching idea and method being the transition stagefrom traditional to innovative; teacher’s teaching language and pedagogical meanshighlighting the characteristics of rural areas; teachers’ work enthusiasm relating toindividual responsibility and consciousness as well as job burnout; the weakfoundation of students’ learning; students’ learning interest and habit waiting forenhancing; much teacher-student interaction but the effects far from satisfactory; theless pressure of entering into a higher school but the teacher’s lower evaluation ofstudents.Through the in-depth analysis of the causes for these characteristics, wesummed up six influencing factors derived from four dimensions, namely, theteacher factor, the student factor, the school factor and the society factor. The sixinfluencing factors embody in the following: unbalanced development of the qualityof teachers and bad circulation of lack of group cooperation; unattainableprofessional development of the teachers; the hindrance to the classroom teachingby the student’s own factors; the school’s management system and weak culturalconstruction; the embarrassing situation of the transition from traditional classroomteaching to demands for new curriculum; the impact on the rural classroom teachingby the dualistic structure of urban-rural economy and society; the vacant supportand environment for the rural classroom teaching by the rural community.Based on the above analysis, this study finally summed up the strategies on theimprovement of rural classroom teaching.(1) To improve the rural community’s culture level in accordance with theconstruction of the new socialist countryside;(2) To pay more attention to the development of education balanceddevelopment in urban and rural integration;(3) To boost the rural teachers’ professional development to improve the qulityof classroom teaching;(4) To improve the teachers’ teaching level of rural areas by using the formationof the teacher’s professional learning community;(5) To improve the effectiveness of the classroom teaching in the rural primaryschool;(6) To explore the working idea of the combination of the home and the school,and draw external support for the improvement of the classroom teaching inthe rural primary school.