Research On The Effectiveness Of General Education In Rural Primary Schools

Directed by the idea of holistic education,multiple subject teaching refers to a kind of teaching organization form which aims to achieve the expected teaching goal and promote primary school students' all-round development through purposeful,planned,organized exchanges and interaction between the multiple subject teacher and students as well as by the intermediary of teaching contents of the multiple subjects in a specific teaching environment.The research of primary school multiple subject teaching effectiveness conforms to the real needs of primary school students' all-round development,meets the development trend of international primary school teaching,as well as corresponds to the actual situation of rural primary school small-class teaching in China.When reflecting the current situation of the primary school multiple subject teaching in rural China,however,the researcher finds that the alienation of multiple subject teaching is more prominent.To genuinely loosen the bonds of subject knowledge as logic system on multiple subject teaching in rural primary schools,meanwhile to fix the alienation of teaching that judges teaching effectiveness by teaching,subject knowledge and for teaching for achieving the ought-to-be state which judges teaching effectiveness by learning,students' all-round development,and for learning,the dissertation investigates,analyzes as well as reflects the alienation of multiple subject teaching in rural primary schools.Underpinned by theory of Holism,theory of Multiple Intelligence and Marxist theory on the round development of human being,the author studies multiple subject teaching in rural primary schools by adopting methods of literature review,questionnaire,in-depth interviews and classroom observation.The study,firstly,reviews all of the foreign and domestic relevant literature of multiple subject teaching effectiveness and its history so as to understand the inadequacy of existing research and its development trend as well as predicts the future trend.Secondly,based on the clarification of previous research,the dissertation establishes the theory of multiple subject teaching effectiveness in primary school so as to clarify the connotation and main features of multiple subject teaching effectiveness.Furthermore,by using the methods of questionnaire survey,in-depth interview and classroom observation,the author investigates the current situation of multiple subject teaching effectiveness in rural primary schools,reflects the existing problems of the multiple subject teaching in rural primary schools.In this study,the questionnaire survey was conducted among 959 rural primary school multiple subject teachers in X Province and 23 primary school multiple subject teachers in S city multiple subject teaching experimental school,the results of the study are as follows:First,in terms of rural primary school multiple subject teaching overall performance,the average score of each dimension from high to low is:multiple subject teaching organization;multiple subject teaching objectives;students' learning guidance;students' learning evaluation;multiple subject teaching content.Second,the different analysis results of different dimensions of the rural primary school multiple subject teaching show that:in the multiple subject teaching objectives dimension,the scores from high to low are listed as the teaching objectives writing,teaching objectives achievement,teaching objectives determination.In the multiple subject teaching content dimension,the scores from high to low are listed as teaching content presentation,teaching content reorganization,teaching content selection.In the multiple subject teaching organization dimension,the scores from high to low are listed as teaching situation creation,teaching time management,teaching method selection.In students' learning guidance dimension,the scores from high to low are listed as learning content guidance,learning atmosphere construction,learning method guidance.In the students' learning evaluation dimension,the scores from high to low are listed as student learning feedback,learning evaluation contents,learning evaluation method.Third,the analysis results of multiple subject teaching in urban and rural primary schools show that there is a significant difference between urban primary school multiple subject teaching and rural primary school multiple subject teaching.The scores of urban primary schools multiple subject teaching are higher than rural primary school multiple subject teaching in every dimension.Among them,there are significant differences between urban and rural primary schools multiple subject teaching objectives,the multiple subject teaching content,the multiple subject teaching organization and students' learning guidance dimension.There is no significant difference between urban and rural primary schools students' learning evaluation.To comprehend the study results of questionnaire survey,in-depth interview and classroom observation,the current situation of multiple subject teaching in rural primary schools is still inefficient.The specific performance of rural primary schools'multiple subject teaching is as follows:the multiple subject teaching objectives is lack of integration,the multiple subject teaching content ignores the whole educational function between subjects,the multiple subject teaching activity organization lacks the comprehensive learning situation creation,the students' learning lacks effective guidance of learning methods,the students' learning evaluation does not pay attention to the learning process and so on.In order to strengthen the effective guidance of rural primary school multiple subject teaching and improve the rural primary schools multiple subject teaching effectiveness,this study is based on the construction of the theory of multiple subject teaching effectiveness of primary school and the practice of multiple subject teaching in rural primary schools,and sets out the standard of rural primary school multiple subject~teaching effectiveness.This standard is based on the idea of student's all-round development.At the same time,follow the following principles:Take holistic integration as multiple subject teaching objectives design core concept.Take organic fusion as the basic method of multiple subject teaching content organization.Take self-construction as the basic method of rural primary school students' learning.Focus on the process as the basic orientation of rural primary school students' leamrning evaluation.It includes five dimensions.They are multiple subject teaching objectives,multiple subject teaching content,multiple subject teaching organization,students'learning guidance and students' learning evaluation.It also includes fifteen indexes,each of which is divided into three levels.The fifteen indexes of multiple subject teaching cover the following contents:objectives determination,writing,and achievement;teaching content selection,reorganization,and presentation;teaching method selection,situation creation,and time management;students' learning content guidance,method guidance,and atmosphere construction;students' learning evaluation method,evaluation contents and feedback.Finally,this study puts forward some strategies to ensure the rural primary schools'multiple subject teaching effectiveness,such as strengthening the multiple subjectteaching objectives integration;strengthening the multiple subject teaching content fusion;paying attention to the students' comprehensive learning situation creation;paying attention to the students effective learning process;strengthening the students'learning comprehensive evaluation and strengthening the rural primary schools' multiple subject teaching external support and so on.