A Case Study Of Teacher Profession Development Based On Urban And Rural Online Collaborative Lesson Preparation

In the era of rapid development of information technology,under the background of new curriculum reform,the professional development of teachers is the dominant direction of teacher education in the 21st century.The purpose of building online collaborative teaching for urban and rural teachers in the network environment is to seek teachers with network technical support.The path of career development provides support for promoting the balanced development of urban and rural information education.Due to the weak strength of rural teachers,the lack of corresponding teacher training and many other objective factors have affected the professional development of rural primary school English teachers to varying degrees.The professional development of primary school English teachers in rural teaching sites faces new problems and new challenges.How to improve the overall quality of teachers,adapt to the requirements of the new curriculum reform,and improve the professional development of primary school English teachers in rural teaching sites.In view of the current deficiencies in improving the professional development of rural teachers such as short-term training and experts going to the countryside.This study starts from the perspective of collaborative learning theory and computer-supported collaborative learning theory.Taking case study as an example,under the guidance of relevant theories,this paper analyzes the influencing factors and effects of online collaborative lesson preparation,and discusses rural primary school English teachers based on urban and rural online.To assist the effective mode and inadequacies of the preparation platform,.use the high-quality resources of urban experts to help rural English teachers improve their professional quality,achieve balanced development of urban and rural teachers,and enable rural students to enjoy high-quality educational resources.And after case analysis,it summarizes the advantages of this model compared with the traditional form of teacher training,and finally puts forward corresponding policy recommendations for the research results.This paper uses literature,survey research,text analysis,and case study methods to study three main questions:(1)Is it feasible to implement online assistance in rural primary schools and teaching sites to prepare lessons?What are the potential factors?(2)Can online help preparation activities promote the professional development of teachers and improve the teaching level?(3)What are the needs of experts and teachers for the function of the online assistance preparation platform?The results of this study have found some interesting themes.It mainly includes:The collaborative preparation platform is easy to use,breaking through the limitations of time and space,and promoting the communication between rural teachers and urban experts to a certain extent;maintaining online preparation for classes requires more internal and external incentives;online assistance in preparing lessons is not deep and in-form.Phenomenon;the formation of a good learning community requires a variety of urban and rural teacher collaboration forms.However,it is undeniable that urban and rural teachers'online assistance in preparing lessons also brings some advantages.Compared with the traditional occlusion environment,this form of assistance expands the social circle of rural teachers.Rural teachers can seek expert help online and the teaching ability of teachers.And the professional knowledge has been exercised,and the teacher's educational information ability has been greatly improved in the short term.