A Case Study Of Improving The Teaching Quality In A Rural Junior Middle School

The popularization and a balanced development of the secondary education is both the requirement for ensuring people’s basic right of education and the quiescence of compulsory education. Secondary education remains the intermediate zone under the context of curriculum reformation. It is urgent to quicken the development and reformation of secondary education and step up the improvement of teaching quality. A rural middle school-L has been selected as the object in this research to explore the three aspects of the improvement of teaching quality, students’accept ion of the reform acts and how it overcomes the choke point and achieves the goal of a sustainable development. On the one hand, the practitional experience will be revealed objectively about how the school improves its teaching quality. This will helpthe others learn from and evaluate it in an objective way and renovate their teaching practice based on their reflection. On the other hand, through the analysis of the students’questionnaire and interviews of the teachers and classroom observation, problems will be pointed out in the development of the teachers and students% classroom teaching and curriculum development. Hopefully it will help the school to step out of the plateau period and benefit the sustainable development.In the first place, the researcher finds out that many researchers have been concentrated on the primary and his feats and the lecture manuscript, which are highly replicative. The studies in recent years have turned to a reflective study of the manuscripts. With consideration of the shortcomings and tendency of the present studies,this thesis will mainly focus on the school acts aiming at the improvement of teaching quality. With experiential method, the acts will be represented from the aspects of curriculum development、teaching activities and education assessment. Supplemented by the retrospection on the development, it can be concluded that the success of L mainly lies in:students’development as the core standard for evaluation; lecture manuscript-based teaching method as the breakthrough for improving quality; the development of the manuscript as a tool to promote teachers’professional skills; the primary’s charm to motivate the whole school;and the constant reflection and summary through social media.Moreover, judging from the questionnaire,87% of students say that they are in favour of the teaching method, while 92% of them like the school based curriculum including comprehensive practical activity course.90% shows their agreement with the manuscipts’help for their study. They have developed some good habits of reviewing and preparing for new lesson without parental supervision. However, they are in need of the teachers’and peer’s help. And there are also some students thinking that the actualization of school-based curriculum and classroom discussion still need to be improved.In the end, the researcher has found out that there are still some problem in L middle school’s future development.For example,the students are incapable of self-representation. The teachers lack the motivation for continuous development. The lecture manuscript method may fall into the threat of ossification. The problems of the qualities of the students and teachers are restraints for the future development. There is still a long way to improve students’service,, the development of expert teachers and the renovation of the lecture manuscript method.