Research Of Sharing Qualified Teachers Resources In Urban And Rural Areas Through Network Teaching Platform

Differences in the allocation of teachers resources is the most important cause resulting in the gap between urban and rural education, which directly hinder the healthy, sustained and stable development of China's fundamental education, and has become a prominent problem affecting the social harmony. This article is based on the current non-balanced situation of teachers resources between urban and rural, and further studied and reviewed the domestic and foreign theory on teachers resources and the practice on urban and rural balanced teachers resources allocation. It advocates that in the backdrop of information age, information technology should be used to achieve the share of qualified teachers resources between urban and rural. That is, with the network teaching platform, the urban quality teachers, without leaving their own schools, can carry out remote synchronized teaching for both urban and rural students. Thus the share of quality teachers resources is realized. Its purpose is to provide a new solution for reducing the gap of urban and rural areas qualified teacher resources in China.From the example of urban and rural imbalance in the quality teachers resources allocation of Zhoushan City in Zhejiang Province, it reveals that quality teachers non-balanced development problem between urban and rural was widespread all around the country. The article analyzed that the current distribution imbalance of high-quality teachers resource in China's urban and rural was due to a large number of quality teachers' flow from rural to urban while urban quality teachers seldom took the initiative to flow to the rural. And the article gave further analysis on the significant gap between urban and rural teachers' wages, the differences of working conditions and life quality between urban and rural teachers, as well as the differences in the workload and personal professional development opportunities of teachers in rural and urban. These gaps and differences were the main causes of the single direction flow of the teacher resources in our country and which had lead to the imbalance allocation of quality teacher resources in urban and rural. This article gave recognition to some of the present policies like "job rotation", "teaching support" and "sending teachers" and analyzes their drawbacks.It brought forward the basis and overall concept model for using network teaching platform to achieve sharing of quality teachers resources in urban and rural, and interpreted assumption of the model. When some specific teaching content of their teachers did not competent, and the teaching content was more suitable for implementation of the network, it proposed that urban or rural quality teachers carry out remote asynchronized or synchronized teaching for both urban and rural students through the network. After analyzing the feasibility of the model from the financial input in education, information technology environment, information literacy of both teachers and students, we confirmed that theoretically and practically this network teaching platform could achieve to the resources shared by qualified urban and rural teachers.This article designed the empirical research programs of interactive teaching to the urban and rural, and used of network teaching platform to achieve quality urban and rural teachers resources sharing model of the overall concept of empirical research. With the action research method used, it amended and improved the urban an rural interactive teaching practice based on the network teaching platform through three rounds of action research. It confirmed that the qualified urban teachers could carry out remote synchronized teaching for both urban and rural students on Class-based Teaching without leaving their own schools, and different patterns of urban and rural interactive teaching was tested. With observation, questionnaire and interview, the results of the study was that audio transmission quality and stability were satisfied. The interaction of urban and rural students was very positive, and students learning input was in good shape. The teaching basically achieved the expected goals, and the evaluation from both teachers and students of this urban and rural interactive teaching was positive. In conclusion, the network teaching platform probably could achieve the resources sharing by qualified urban and rural teachers. The transmission limitation of this platform and the teaching content with web-based was still under discussion and required further explore.