A Case Study On "mode Iii" Teaching Application Of Mordern Distance Education In Xinjiang Rural Primary And Secondary Schools

With the development of our society, the gap between the urban and rural education has become wider and wider. In order to narrow the gap and improve the quality and efficiency of rural education, our country has practiced the policy of developing rural education since 2003. There are three modes for technically supporting the rural education in terms to various surroundings. Since then, the national implementation of agricultural projects has been achieved in all aspects, particularly in rural primary and secondary school. Judging from the current situation, most of the implementation of the project has already started to pay attention to the teaching application. The core of the agricultural projects is the application, and teachers who play a critical role in the teaching process are the key to the application. However, we find that the majority of rural primary and secondary school teachers in Xinjiang are not used to adopting such mode, which is due to the influence of traditional conception. That is to say, teachers are not familiar with the teaching and application way under mode III. Therefore, the concept of teachers, teaching methods, teaching strategies and teaching mode will have a direct impact on the teaching application effect of agricultural projects of mode III. In this case, it is necessary to dig out the application process of the Agricultural projects mode III.The current study takes rural primary and secondary schools of Urumqi in Xinjiang as the target research object. Moreover, the author select the primary math, secondary physics and chemistry teacher respectively as the representatives of the science, and also choose the primary Chinese and English respectively ad the representatives of arts. Based on the mode III, the author cooperates with the teachers in teaching designing, implementation, reflection and modification, and comes up with the typical teaching examples of different subjects. What's more, the author further explore the teaching rules in terms of network environment and resources under mode III, which include the different designing methods for arts and science, the combination of network resource with teaching strategies and comparatively stable handling process of different teaching modes in arts and science.According to mode III, the present paper adopts the methodology of action research. Totally, there are six kinds, twelve typical teaching cases, available in terms of five different subjects. Among them, the applicative mode and cooperative mode are three kinds and six cases respectively. The author analyzes the typical cases by combining the practical experience, and finally draws a implication of different teaching designing. The conclusion here is that the explorative mode and cooperative mode function stably in arts and science respectively. Moreover, the paper devotes to combine the online resource with environment to adapt to concrete teaching strategies of subjects in terms of different teaching needs of arts and science.