Research On The Teaching Status In Disadvantage School And Quality Improvement

The balanced of compulsory education has always been an important issue of concern to the society.The improvement of the quality of teaching in disadvantage schools is an important indicator of whether or not compulsory education in our country is of good quality.Each school has the right to pursue high quality.The disadvantage schools also have the basic responsibility for developing quality education to generate high-quality classrooms.However,how to combine specific school conditions,academic conditions,and characteristics of the times to identify specific problems in the current weak classroom teaching is a concrete reality that every weak school must face.Each disadvantage school has its own reasons.This study conducted an in-depth analysis of the case of Wuhan J Primary School.The study is based on the national and local curriculum standards for primary and secondary schools,and combines the discussion of high-quality classroom features of domestic and foreign experts and scholars.A five-point high-quality feature standard was established that takes the basic elements of the classroom as a horizontal consideration and takes the specific behavioral orientation of teachers and students as a vertical reference.Afterwards,specific classroom observation scales and indicators were selected to observe and record the classroom teaching of J primary school regardless of the subject,regardless of the subject,trying to grasp the basic status of classroom teaching in the school,where the weak points are,and how weak they are.For some teachers to conduct an interview with their classroom teaching,to explore the basic teaching confusion and related teaching support and other specific feelings.Finally,based on the status of classroom teaching and the interview summary,we revised the previous five-point quality standards and explored ways to upgrade the quality of classrooms suitable for J elementary schools.Through classroom observation and interviews,the status quo of classroom teaching in schools is summarized as follows: the basic learning habits of students have not yet been developed,there is aclear lack of preparation before class,and the listening habits are too few to respond positively and take notes.In fact,there is less effective interaction in classrooms that seem to be lively.The lack of independent learning ability;the design of teachers' teaching links without obvious spiral gradient,and the teaching methods are relatively simple.The main purpose of class dialogue is to control the classroom to promote the thinking of less,and the guidance of independent,cooperative,inquiry and other learning methods is not systematically in-depth;curriculum objectives.The design revolves around presets that rarely generate new goals in the classroom.Excessively designed curriculum content results in inaccurate teaching that does not truly integrate student experience into the classroom.The overall classroom culture is still a one-man show around the teacher.The teacher can hardly seem to be too conscious to place the student.In the middle of the stage.In addition to the above basic information about the classroom,in the process of in-depth study of the school,we found the helplessness of some weak schools,such as: the students' view of the weak students,the potential for turbulence in editing or hiring teachers,and the teaching structure.Arrangements are not reasonable enough and so on.The purpose of this study is to take root in the actual situation,study the overall teaching situation of weak primary schools from the classroom,and summarize the problems.In addition,the characteristics of the five high-quality classrooms that were eventually put forward in this study are based on specific actual conditions.They try to set the characteristics as the standard that teachers can use to meet the standards,and provide specific and available tips for the improvement of classroom quality in weak schools.