Research On The Teaching Organization Form Of Small-scale Rural Schools

Rural small-scale schools are a special kind of rural educational institutions that are produced to popularize nine-year compulsory education and achieve educational equity.Whether it takes into account the educational value generated by the school itself or the positive effect on other social structures,its existence Both development and development are inevitable for the development of China's education.In order to adapt rural small-scale schools to the changing social situation and follow up the educational goals of different periods,the teaching organization adopted by them has also undergone a series of improvements and adjustments following the mainstream trend.However,the current teaching organization in rural small-scale schools is still not reasonable and appropriate,which seriously affects the improvement of education quality.To this end,it is very important to seek a form of teaching organization that fits the localization characteristics of small-scale rural schools,and to encourage teachers to change their previous concepts through teaching,research and training.The research questions in this article mainly focus on: What are the problems in the current teaching organization in small-scale rural schools? What is the reason? In view of the special educational environment and staffing of rural small-scale schools,what kind of teaching organization form can guarantee the quality of education? How to cooperate internally and externally with a view to constructing such an ideal teaching organization form?Under the guidance of this problem,this study took Xiying Town of Jinan City as the research area,and selected four primary schools as research targets according to different school sizes.In view of the completeness of the curriculum and the representativeness of the subject,this study takes the fourth grade of primary school as a research sample,we conducted a total of24 lessons in the four disciplines of Chinese,mathematics,and English in four schools,and conducted in-depth interviews with relevant teachers.Through classroom records and collation of teacher interviews,the teaching organization forms adopted by different disciplines and different teachers in different schools are summarized and compared with the final grades.The internal connections are analyzed and attributed to find suitable small-scale schools in rural areas.Practical teaching organization form that can guarantee higher education quality.The teaching organization form currently adopted in rural small-scale schools is still dominated by the inherent method of the traditional class teaching system,and the teaching organization form is too single;although some young substitute teachers or college interns adopt advanced reform forms,they cannot The organic combination with the local reality has caused the deviation of the application of the teaching organization form from the local needs;some teachers regard the reform of the teaching organization form as a tool for coping with superior inspections or pursuing diversified teaching,ignoring the nature of education.The reason is that the lack of professional quality of teachers,the lack of school-based awareness and the utilitarian thinking caused by the one-sided evaluation mechanism have caused such problems.The most suitable form of teaching organization is to combine innovative ideas with the actuality of schools and disciplines by summarizing the different teaching organization forms and comparing their final grades,taking students' physical and mental development as educational goals and providing personalized teaching services.Constructing an ideal rural small-scale school teaching organization form needs to start from three aspects.First of all,encourage various forms of teaching and bring advanced reform ideas and various forms of teaching organization to small-scale rural schools;secondly,fully tap the school-based advantages to make the teaching organization form highlight the characteristics of rural teaching;again,organize new areas regularly with the old Teaching and research,organic integration of localized experience teaching and advanced technology;finally,improve the teacher evaluation mechanism,clarify the goal and positioning of the reform of teaching organization form,and implement external incentive strategies for teachers to follow the nature of education.