Research On The Application Practice Of The "Synchronous Interactive Classroom" Teaching Model

In recent years,China's education has developed rapidly,education investment has been increasing,and basic conditions for education.The education level has been significantly improved,but the imbalance of education development in remote areas still exists.The shortage of teachers and the low level of teachers' business are still the core issues that limit the development of education in Inner Mongolia Autonomous Region.With the development of information technology,it is possible to bring the classroom of excellent teachers to schools in remote areas.The rapid development of information network technology has also been deeply integrated in the field of education.The teaching forms of high-quality educational resources sharing in different places have gradually begun to be tried in Inner Mongolia Autonomous Region.This kind of teaching mode that uses the Internet interconnection technology to share the high-quality teaching resources of the main lecture school with the receiving school is called the“inter-frequency interactive classroom”.In the initial promotion and popularization process,the “same frequency interactive classroom” is gradually divided into teaching,teaching and research,and training conferences in the application mode.The classroom form is also divided into the special lecture classroom,the double teacher classroom,and the recording classroom.At present,although the “inter-frequency interactive classroom” has played a certain role in solving the imbalance of teachers and the imbalance of educational resources in remote areas,with the changes in the interactive environment and transmission methods,“the same frequency interactive classroom” What is the effect of the teaching mode application practice phase?What problems and causes have arisen in the process of development,and what improvements are made,which are worthy of our in-depth investigationand research,and the purpose of this application practice research.From the development of distance education and the typical teaching mode,the current situation of teaching development related to "inter-frequency interactive classroom" is expounded,and the teacher and student behavior in the "inter-frequency interactive classroom" teaching is selected as the object of classroom observation.In the dual-class classroom in the three classroom forms of the “same frequency interactive classroom”application,this study conducted qualitative and quantitative classroom observations on the video materials of the “same frequency interactive classroom”,in which the authors of the teaching application in the practice base participated.among them.Interviews were conducted before and after the “Inter-frequency interactive classroom”,and questionnaires were conducted between the lecturers and the remote students after the class.In the process of classroom observation,many problems existed in the teaching of "inter-frequency interactive classroom".In the teacher's aspect,teachers and students at both ends have difficulties in coordination,the role of teachers is vague,and the role of assistant teachers is low.In the aspect of students,the teacher interaction is neglected.The incompatibility of the teaching content,the selection of the subject grade segment,and so on.In order to make the "inter-frequency interactive classroom" better applied to teaching,the corresponding improvement countermeasures have been formulated for the existing problems,the communication and cooperation between the teachers at both ends are increased,the remote role of the assistant teachers is played,the teacher's concept is changed,etc.The results of this research can make "inter-frequency interactive classroom" play its biggest advantage in teaching practice,promote the sharing of high-quality teaching resources,and improve the quality of teaching in weak schools.