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Research On The Implementation Of "Double Teachers' Classroom" Mode Under The Shared Development Philosophy

Posted on:2021-01-30Degree:MasterType:Thesis
Country:ChinaCandidate:Y H HeFull Text:PDF
GTID:2427330611461253Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
Relying on the rapid development of information technology and the vigorous rise of the concept of shared development,the "double teacher classroom" model came into being.The implementation of the "double teacher classroom" model can not only solve the lack of teachers in rural schools to a certain extent and achieve the sharing of high-quality teachers,but also serve as school-based training to promote the professional development of rural teachers.It is an important mean to promote the balanced development of education by means of educational technology and realize fair and quality education.The so-called "double teacher classroom" refers to by means of information technology and network platform,the classroom teaching in rural schools is jointly completed by two teachers online and offline,the online teacher and the offline teacher work together and cooperate with each other.The lectures of excellent online teachers are delivered live or recorded,and offline rural teachers provide supplementary or leading teaching according to the actual situation.The "double teacher classroom" model has two forms: live broadcasting and recording broadcasting.The key points of the mode are the cooperation of double teachers and students in the same class,the growth of online teachers and offline teachers,and the progress of high-quality schools and weak schools.This research is mainly based on interviews,supplemented by questionnaires and observations,to investigate the implementation status of " double teacher classroom " in Changsha Y school and the three rural schools it supports.The study conducted in-depth interviews with 2 administrators and 5 teachers in Y school,and 3 principals,3 teachers,and 5 students in the helping schools,conducted questionnaire survey on 46 rural students who participated in the "double teacher classroom",listened to 4 classes on site and watched 15 recorded classes.On this basis,it summarized the effectiveness of implementing the "double teacher classroom" in Y school and its supporting school,revealed the difficulties in the implementation process,analyzed the reasons behind the difficulties,and put forward targeted solutions.It is found that with the practical exploration in recent three years,at present,the "double teacher classroom" of Y school has realized the normalization of some courses,formed a relatively complete course implementation process,and established a relatively stable relationship with the help school.The implementation of "double teacher classroom" mode not only opens up the thinking field of rural students,improves the teachers' problems in rural schools,provides rural teachers with opportunities for professional development,but also improves the social influence of Y school and expands the professional development space of teachers in Y school.In the process of application,the model of "double teacher classroom" has also encountered the practical difficulties of limited access to classroom teaching feedback,lagging maintenance of hardware to help schools,lack of motivation for the development of offline teachers,difficult coordination of educational administration in Y school and increasing workload of online teachers.Based on the theoretical analysis of sociology,pedagogy and management,the main reasons for its predicament are: rural teachers as participating subjects have weak development intentions and school awareness is solidified,the division of responsibilities of relevant management departments is not clear and the evaluation mechanism is not perfect,the weak theoretical support of the model and limited practical exploration.In this regard,the research puts forward suggestions from four aspects: concept,participants,management and the model itself.It is hoped that by promoting the concept of shared development and strengthening model identification,strengthening interschool communication and gathering multiple forces,clearly dividing the responsibilities of various departments and improving the security system,carrying out teaching and research classrooms and integrating multiple forms,we will continuously improve the implementation efficiency of the "double teacher classroom" model and effectively promote the balanced development of education.
Keywords/Search Tags:Shared Development Philosophy, “Double Teacher Classroom” Model, Balanced development of education
PDF Full Text Request
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