Research On Small Class Teaching In Rural Primary Schools

With social progress in our country,the reality that level of education in rural areas lags behind is more and more attentioned.The rural areas need fair and quality education. Small class teaching as a new teaching organization refers to the education idea in small classes to every student to get a comprehensive and individualized development.Implement small class teaching in rural areas helps to improve the situation of rural education, improve their quality, equitable education in rural primary schools.In rural areas in recent years due to various reasons, students greatly reduced. It provides a good conditionor for implement small class teaching.This article consolidation the literature of domestic and foreign related to small class teaching.Besides, I use questionnaires and interviews, etc to found that small class teaching in rural primary problem, analyze the causes and make specific suggestions needle.This paper is divided into five parts:The first part is the introduction part of this article, the introduction part mainly has four aspects, respectively introduces the small-class teaching in rural primary schools of the background, purpose and significance, research methods, the core concept definition.The second part is the research of this paper, By finishing and reading literature on domestic and foreign research on teaching in small classes,I classified and summarized learn from the experience and inadequate summary of existing research.The third part is the theoretical analysis, including the two parts:produce and value of small class teaching most and elements of small class teaching.This part elaborate the generation and value of small class teaching from the perspective of teaching organizational. The other part analyzes the elements of small class teaching, including teaching environment, teaching philosophy, teaching strategies and teaching evaluation.The fourth part is the status of rural primary school teaching in small classes of analysis and discovery issues. Select Primary Hebei region as the research object, mainly adopted questionnaires and interviews.Besides,I want to interviewees2-3teachers per school.Due to the limited number of teachers in rural areas, I only paid a total of80questionnaires.After data analysis and interviews with teachers,I found that compared with the ideal form of small class teaching, primary school in rural areas has four major problems. The seats are rigid and the class atmosphere is dull. The teaching idea of fair, individuality and quality has not completely established. The teaching of the main teaching, the degree of participation of students is low. The teaching evaluation pays attention to the result, neglect the student individuality characteristic.The fifth part is Analysis and Countermeasures:Reason includes four aspects:the shortage of resources in rural areas, teachers structure is irrational. Lack of reasonable training, inadequate understanding of teachers teaching ideas. Teachers’ lack of pressure did not change the status quo of the teaching force. Reality selection system, which restricts the choice of evaluation methods. Propose targeted strategies based on causes of the problem: to increase resources for rural areas tilt, balance of teachers, change training methods to help teachers in the teaching concept, the establishment of an effective mechanism to improve the enthusiasm of teachers teaching, the use of multiple evaluation to promote students’ personality development.