Action Research About Reform Of Classroom Teaching Method In Rural Primary School

From Nov.2004 to Jan.2005,the research developed on the basis of equality and cooperation with five village teachers who worked in the two primary school of Jingning county of Gansu province .The research adhered to the rationale of action research and used many specific research methods synthetically ,such as interview,observe and documentary method . Through investigating the problem of teaching methods in these schools' classes, the purpose of this study is to evoke teachers' reform consciousness about teaching methods and to enhance the consciousness of classroom teaching effect., to explore effective measures and channels of improving primary classroom teaching methods to improve teacher's capability of utilizing teaching methods, and then to improve teacher's professional development.In this action research, we found the problems in the practical teaching conditions, and found the strategies for solving these problems. And then, through the teachers' practical action to reform teachers' teaching methods. The teaching methods reform is started from changing the way of teachers' courses preparation, which breaks teaching uniquely, to utilizing the resources of TLRC(teacher learning resource center) to multiplize the teachers' teaching methods. And then, teachers can integrate the essential factors to make teaching methods synthestically. Finally, teachers can use teaching methods creatively.The researcher keeps rethinking and evaluating the practical teaching situation in this practical process. And then the researcher revises these problems and carries out the next plan. In the process of improving learning,acting and thinking, teachers change their classroom teaching methods and their view about teaching and teaching methods.And the teachers' attitude towards students was also changed. It leads to harmonious relationship between teachers and students. And the students' learning interest and motivation were also improved. Meanwhile, the teachers pay more attention to rethink their teaching, and their professional level were also improved to some certain degree.In this study, we found some conclusions and propositions. Firstly, classroom teaching methods reform is depended on teachers' establishment of reform consciousness. Secondly, teachers' professional development is depended on teachers' learning theory, practicing action and rethinking continuously. Thirdly, the selection of teaching methods is determined by teachers and students together. And the teachers need improving the consciousness of untilizing and excavating resources. Meanwhile, action research is a effective means of promoting teachers' professional development .Finally, classroom teaching methods reform in rural primary school requires marching on multiple direction ,and also requires supports in many ways.