Research On Key Strategies Of Synchronous And Interactive Special Delivery Classroom

Teaching quality is the core of education quality,and classroom is the main place where teaching and learning take place.Successful teaching depends largely on effective classroom management.Teachers can effectively organize teaching,arouse students'interest in learning and concentrate on studying in the classroom for a long time,so that they have a good learning state in the classroom is the premise of a good class,is to create a source of teaching and learning motivation,direct It restricts classroom efficiency and affects the quality of classroom teaching.At present,rural small school use the Internet to establish a new model of synchronous and interactive classrooms,allowing central school teachers to synchronously teach students to teaching sites through the Internet to solve the shortage of teachers in rural teaching sites,the problem of uneven classes and poor classes.But teaching across the screen has brought new challenges to classroom management.Based on the study of the relationship between classroom management and students'learning behaviors,interference and problem behaviors,and students' attitudes towards teachers and disciplines,this study proposes the constituent elements of synchronous interactive delivery classes through literature research methods.Students are the target of classroom teaching.Students' feelings and feedback on the classroom are meaningful.Through the self-report of students,the impact of classroom management strategies on classroom teaching is explored,and the key strategies of classroom management are analyzed.This study takes the case of the synchronous interactive delivery class in the C County Lianhe Online Education Center of Hubei Province as an example,in-depth follow-up investigation of the C County Lianjiao Online Education Center,from the perspective of students and teachers on classroom management strategies,student learning behavior,students on teachers and disciplines In-depth analysis of the attitudes and student behaviors of the students,summarizing and summarizing the key strategies of classroom management for synchronous interactive delivery.Through the investigation and analysis of classroom management strategies,the use of 24 classroom management strategies in the synchronous interactive delivery class can indeed effectively promote the occurrence of students 'learning behaviors,reduce students'problem behaviors,and promote the development of teacher-student relationships.Among them,relationship strategy R2(communication),relationship strategy R3(positive emotions),relationship strategy R4(understanding),control strategy C2(control learning method),control strategy C7(punishment),control strategy C8(clear classroom code of conduct)and teaching The use of strategies T1 to T8(professional knowledge,importance of learning goals,teaching structure,clarity,interest in teaching,clarity of learning tasks,positive expectations,feedback on learning status)increases student learning behavior in the classroom and reduces problem behavior And it has a more significant effect on the improvement of disciplines and teacher attitudes,and is a key strategy for classroom management.According to the comparison between teachers and students,the self-assessment of classroom management by the teacher group is homogenous.The supplement of external assessment of classroom management by students and auxiliary lecturers can help the instructor to discover the "blind spots" in classroom management and strengthen the teacher.Understanding in life.The full text is mainly composed of five chapters:Chapter One Introduction.In this chapter,we introduce the research background and problems of this article,the content and significance of the research,the research ideas and methods,and the research status at home and abroad.Chapter 2:Theoretical construction of classroom management strategies.In this chapter,we introduce the core concepts of this article,the theoretical basis of classroom management strategies,and the framework of synchronous and interactive special delivery classroom management strategies.Chapter 3:Research design and implementation.In this chapter,the research design,research objects and research tools of this study are introduced.Chapter 4:Research results.In this chapter,the classroom management behavior and student learning behaviors,problem behaviors and attitudes in the student self-report are analyzed,and the student-teacher self-report is compared and analyzed.Finally,the auxiliary teacher and the main teacher are compared analysis.Chapter 5:Research conclusion and discussion.In this section,the analysis results are sorted out to draw conclusions and conclusions and suggestions for classroom management strategies for co-posting.In the end,the limitations of this study and future research directions are proposed.