Problems And Countermeasures Of Three Cases And Six Aspects Of The Teaching Model Implemented In Low-level Schools

With the new curriculum reform gradually thorough, more and more schools rankamong the elite through successful mode of teaching reform, such as schoolsDulangkou’s “Three Three Six” teaching mode reform, Yangsi’s “Learn before teach,get trianing in class” teaching mode reform, Yanzhou’s" cycle of big classroom"teaching mode reform and so on.Through the reform of teaching mode, they havechanged the school ’s fate. By the way, it also causes a school teaching model ofrevolution, many schools in succession through learning and self analysis to make theteaching mode reform of relevant countermeasures, Under this background, in the2009-2010"Development of curriculum year" Lianyungang Department of Educationlaunched the implementation of “Three cases and six links” teaching reform, in order tobetter in response to the request of the new curriculum reform, solving the currentproblems in teaching in class, promoting all-round development of students, improvingthe quality of education and teaching. However,due to the uneven distribution ofeducational resources in urban and rural areas,significant differences between theimplementation in urban and rural school.Especially in the low-level school, it exposedmany problems and did not achieve the desired effect.On the contrary,it makes thelow-level school into a quandary: previous problems were not resolved but added manynew,seriously affected the efficiency of teaching.Therefore, to study the low-levelschool’s special situation and special requirements in the unified teaching modelreformation, will help to clarify the low-level school’s implementation of ideas,solvetheir own original teaching problems and renewed school education vitality.In this paper, I take a weak school--Ganyu County Z middle school for example,by using the method of questionnaire, observation and interview in the implementationof the investigation, to grasp the “Three cases and six links” teaching mode’s present implementation situation, analyze the existing problems in the implementation, finallybulid the strategies on how to effectively implement the teaching mode on the weakschool. The innovation of the paper is that, under the current new curriculum reform,and teaching mode reform under the heat, in various provinces and municipalities toadvance the overall with an advanced teaching pattern under the situation, the reform ofteaching mode in weak schools as the research perspective, research of weak schools inthe provinces of the teaching mode reform of whole to advance in the specialenvironment and special requirements. This paper focuses on the weak school, from thethree aspects:schools, teachers, students, comprehensive analysis of weak schools in theintroduction of advanced teaching mode,analying school’s special conditions,teaching’s special conditions and learning’s special conditions, then in-depth analysis ofthe existing problems, puting forward to construct the school culture in schoolmanagement mode, people-oriented, highlighting the characteristics of school culture,reconstruct school culture and spirit; teachers should improve the construction of theteachers’ professional development system, enhance the teachers’ self awareness,starting from school, promote teachers’ professional development, and improve theconstruction of management system of teachers;constructthe system of students’slearning support, the all-round construction of the learning support system, constructionof the students learning community.