Research On Status And Strategies Of Remote Teachers In Collaborative Teaching Of Long-distance Live Education In Middle Schools In Ethnic Areas

Long-distance live teaching has made remarkable achievements in middle school education in ethnic areas.It is also a remarkable achievement that China has made in distance education in middle schools over the world.Long-distance live education directly and seamlessly inputs the excellent education resources of famous schools into ethnic regions with backward educational concepts,lack of outstanding teachers,and weak student bases.It has made great contributions to the promotion of educational equity and the balanced development of education.Through a structured questionnaire from four aspects: pre-school collaboration,pre-class collaboration,in-class collaboration and management collaboration.We discovered that the remote teacher and the lecturer have synergy in the four teaching stages.The remote teacher acts as a lecturer's assistant to help the lecturer to urge students to preview and interact in class.However,there are greater difficulties in the difficulty of teaching,homework,difficulty in exams,and interaction in classroom teaching.In remote areas of remote areas,the collaborative teaching of remote teachers mainly involves these problems.Firstly,the remote teacher is not adapted to the change of role,and it is difficult to adapt to the collaborative teaching of remote live broadcasting.Secondly,long-distance live classroom lectures are difficult for students in ethnic regions.Thirdly,collaborative teaching activities are insufficient,and the advantages of dual-teacher collaborative teaching are difficult to function well.Fourthly,the advantages of dual-teacher collaborative teaching are difficult to work and the remote teachers' dependence on the lecturer in teaching restricts the autonomy and creativity of remote teachers.The reasons for these problems are mainly due to the factors as follows.Firstly,there is a lack of early collaborative teaching and training of remote teachers.Secondly,the social and economic development,culture,values and teachers in ethnic areas and other factors result in the weak foundation of education.Thirdly,there exist the unequal foundation of front-end and remote classroom activities.Fourthly,the difficulty of remote classroom activities and the excessive dependence of remote teachers on the main teachers in teaching limit the remote teachers' autonomy and creativity.We can improve the quality of remote live education with these measures.Firstly,change teaching role and make remote teachers become the collaborative partners of remote live teaching in ethnic areas.Secondly,combine universal quality improvement with education based on aptitude based on the reality of ethnic regions.Thirdly,enrich the front-end and remote teacher-student interaction methods and build a systematic remote live broadcast collaborative teaching model.Fourthly,establish a professional development mechanism for remote teachers and activate the creativity of remote teachers in ethnic regions and improve the collaborative management system for remote live broadcast teaching to ensure the quality of remote live broadcast collaborative teaching.