The Study On Teacher’s Community Of Practice Between Urban And Rural Areas Under The Background Of Synchronous Classroom

The balance of basic education is an important mission of education development in our country at present. However, because of the shortage of teachers, small-scale incomplete schools are still facing the serious problems of quantity and quality in teaching, which becomes the emphasis and puzzle of basic education balancing development. Therefore, people in Hubei Information and Basic Education Balanced Development Innovation Center try to solve this problem by information technology, and regards the empirical study in Xianan, Xianning, Hubei province for the first experimental region. Synchronous classroom is one of the most important measure in it. Now the synchronous classroom is developed smoothly and improved somewhat after a period of practice exploration, but it also encountered many problems. After researching the author found that there are two main factors which impact the promoting of synchronous classroom:First is the lack of communication between teachers from urban and rural areas which hinders the timely solving of problems in synchronous classroom. The other one is the uneven of teachers’ information technology teaching ability which influenced the teaching efficiency in synchronous classroom. As a new perspective of teacher’s professional development, community of practice can not only promote the interaction and cognition of teachers from urban and rural areas, but also can help them realize the knowledge building and resource sharing in the process of discussion and problem solving. For this reason, the author tries to promote the common professional development of teachers from urban and rural areas through, practice community, hope for realizing the promotion of synchronous classroom teaching effect in the end.First, the author makes a primary research of teacher’s community of practice theoretically from the concept, characteristics, significance and values, summarizes the influencing factors of teacher’s community of practice, which is the identity and status of participants, the common goals of members in the community and the common exploring problems. After the completely theoretical study of teacher’s community of practice, the author proposes the construction strategies of teacher’s community of practice from urban and rural areas combining the demands of synchronous classroom and teacher’s professional development in Xianan. First, create the real practice situation with the aim of improve the effect of synchronous classroom teaching. Second, establish an effective communication mechanism between teachers from urban and rural areas, build cooperation sharing learning culture. Third, encourage teachers’ participating, promote the problem solving of synchronous classroom teaching and sharing knowledge construction from urban and rural areas.Second, the author selects Xianan Biguiyuan Foreign Language Primary School and rural scaled schools connected with it (Liuci and Sujiafang) as a case to making empirical study. At first, the author builds teacher’s community of practice between the central school and rural scaled schools that connected with it, including virtual teacher’s community of practice based network and real teacher’s community of practice based practical teaching situation. On the basic of which the author organizes the community members beginning the practice exploring according to activity strategies that are proposed in theoretical learning, it is conform the common exploring themes according to problems that were found in teachers’ synchronous classroom teaching, starts discussion and find solutions aim at those problems, carry out practical study with the real case of "Making Nursery Rhymes into Paintings", which using the solutions to solve practical problems, and made a summarize reflection contrapose the practice, carried out a new turn of practice to solve problems constantly and improving the effect of synchronous classroom teaching.At last, the author evaluated the effect of the building and activities that carried out in teacher’s community of practice in Xianan. Generally speaking, after a period of practice exploring, the interaction and real practice have been carried out sequentially in teacher’s community of practice, it not only promotes the realization of teachers and students with each other from urban and rural area schools, provides important support for leading teachers to arrange teaching contents, design instructional things, settling teaching activities, and promote the common development of teachers from urban and rural areas in cooperation and interaction. However, as the limit of time, teachers in this community have not form a comprehensive understanding of synchronous classroom teaching, hence the discussion and practice activities are limited at simple problems, they have not made breakthrough progress in the fundamental problem of the real-time interaction of teachers and students from urban and rural area schools.