Research On Chemistry Teaching In Rural Junior Middle School Based On "Double Teacher Teaching"

After the reform and opening up,the inconsistent speed of urban and rural economic development has led to an increasing gap between urban and rural education.Rural schools still face outstanding problems such as insufficient high-quality resource allocation and difficult living conditions due to factors such as inconvenient transportation geographic conditions and poor schooling conditions.It is difficult to attract excellent talents to teach in rural schools,resulting in poor quality of rural teachers and restricting rural areas.The quality of education has improved.In order to improve the quality of rural education and promote the balanced development of compulsory education,the Guangxi Education Department launched the“Double Teacher Teaching” project in 2015.With the support of information technology,the city 's high-quality teaching resources were uploaded to the online platform and shared with local schools.Imitate and learn the teaching methods and teaching concepts of excellent teachers to improve their teaching level.This thesis first analyzes the current status of domestic and international research on the "dual-teacher teaching" model and instructional design,and finds that the "dual-teacher teaching" model has been in use for practical teaching for 5 years.The research direction is mainly "dual-teacher teaching" What is the "practice effect" of "dual-teacher teaching",or put forward corresponding strategies to improve the efficiency of the "dual-teacher teaching" classroom,but the teaching design and practical research of the "dual-teacher teaching" model is still blank.Therefore,from the perspective of instructional design,this thesis studies how junior middle school chemistry teachers develop and utilize high-quality resources of the "dual-teacher teaching" project and write instructional designs that stimulate students' interest in learning.Then take the learning pyramid theory,the recent development zone theory,and the primary teaching theory as the guiding theory for the study of teaching design.Secondly,through interviews with three junior middle school chemistry teachers in a township in Nanning City,they will learn how rural junior middle school chemistry teachers develop and utilize resourcesfor instructional design,and how to effectively implement "dual teacher teaching".In order to systematize the teaching design of the "dual-teacher teaching" model,on the basis of the organic combination of theory and practice,the teaching model of "four analysis-two preparations-five links-one reflection" is proposed.The pre-class analysis includes textbook analysis and curriculum standards Analysis,academic situation analysis,and analysis of high-quality teaching resources,followed by self-made micro-class videos and designing student task lists,as well as five links in the classroom such as problem feedback,cooperation and doubt relief,communication and display,testing promotion,and summary evaluation,and finally the afterclass teaching reflection.This topic takes the content of the eighth unit of "Metal Materials" in the 9th grade chemistry edition of the 2011 People's Education Edition as an example.The teaching practice is in a township junior high school in Nanning,Guangxi.Class A is used as an experimental class,Class B is used as the control class,and the traditional teaching model is used for teaching.The results show that carrying out "double-teacher teaching" mode of practical teaching can improve the grades of students who were originally studying at the middle and lower levels;it increases students 'interest in learning chemistry and is more willing to participate in classroom learning;students' hands-on practical ability,collaboration ability,and expression Ability has also been tempered and improved.Finally,to sum up the effective implementation of "dual-teacher teaching",rural junior middle school chemistry teachers must first update the teaching concept,comprehend the teaching ideas of excellent teachers,implement the teaching concept in the teaching activities,and slowly form their own teaching style;secondly,accurately analyze the teaching materials,Curriculum standards and student conditions are conducive to achieving teaching goals;teaching methods and strategies should be in line with excellent teachers,and good teaching methods can achieve the expected teaching results;in the end,learning methods should be in line with excellent teachers,and students learn to learn to improve teaching quality.The essential.