Investigation Of The Status Quo Of Small-class Teaching In Rural Primary Schools And Research On Countermeasures

With the continuous improvement of society,the reality of education level in rural areas is getting more and more attention,and it needs a fair and high-quality education.Small class teaching as a new teaching organization form,as far as possible to reduce the number of students,combined with the specific situation to choose more targeted teaching concept,teaching content and teaching methods,etc.,with the help of a scientific and effective teaching activities the pursuit to teaching resource configuration optimization and continue to improve the utilization rate of resources,to create more high-quality learning environment for all students.Therefore,the implementation of small-class teaching in rural primary schools is conducive to improving the current situation of education in rural areas,improving students' exposure to education level and achieving education fairness.Materials of related literature at home and abroad,this paper USES questionnaire survey method and interview method,the survey found there are many problems in the rural primary school small-class teaching,analyses the causes of the problems and countermeasures are put forward.This paper is divided into the following parts:The introduction part of this article,this part mainly includes four aspects,respectively,this paper selected topic reason,rural primary school of small-class teaching research significance,research methods and the core concept definition.The first part is the literature review,through the combing and analysis of the related literature,the home and abroad about the small-class teaching theory research and practice research of rural small class teaching and research are summarized.The theoretical basis of the second part is the small class teaching,mainly including the people-oriented theory,subjective education theory,education equity theory and multiple intelligences theory,on the basis of the theory of the big four small-class teaching has carried on the comprehensive and in-depth analysis.The third part is the investigation and analysis of the current situation of small-class teaching in rural primary schools.Taking rural primary school in zaozhuang city,shandong province as the research object,the questionnaire survey method and interview method were adopted.The interviewees were 2 to 3 teachers in each school.Through data analysis and interviews with teachers,there are six main problems in primary schools in rural areas: teacher resource redundancy is outstanding,and the value is not fully realized.The concept is not deep enough to understand the connotation;The students in the class are lazy and the class participation is low;The teaching method is the main teaching method,the teacher-studentinteraction is insufficient;Cooperative learning is in the form of failure to achieve the desired effect;The evaluation method is too simple to construct multiple evaluation.The fourth part is the reason analysis and countermeasure.The reasons mainly include four aspects: the concept of education for all and comprehensive development is not fully established;Lack of interest in classroom teaching and students' lack of enthusiasm for learning;Communication between teachers and students is in the form of a lack of real interaction;Classroom teaching is mainly taught by teachers,students are active and under explored.Then,according to the reasons of the problem,the author puts forward some pertinent countermeasures: to improve the utilization of teachers' resources and improve the teaching quality of education;Strengthen teacher team training,deepen teacher education concept;Effectively carry out teaching activities to stimulate students to learn actively;The teaching method is flexible and diverse,the classroom atmosphere is lively;Reasonable arrangement of learning style,effectively guide students to learn;Building a multi-evaluation system to promote the common development of teachers and students.