Research On The Status Quo Of Multi-disciplinary Teaching Of Rural Primary School Teachers

In this paper,rural primary school teachers multi-disciplinary teaching as a starting point,a primary school in Shandong Province as the main research object,through the investigation and analysis of the local teaching situation,analysis of primary school teachers multi-disciplinary teaching reasons,effects and problems.In the careful investigation of the locals,the author introduces three evaluation models for comprehensive analysis.First,teachers' self-evaluation.Through questionnaires and targeted interviews,teachers' attitudes and views on multidisciplinary teaching are obtained.Second,students' internal evaluation.As the main body of classroom learning,students are most qualified to comment on this teaching mode.Introducing students' evaluation will help to communicate the relationship between teachers and students,form teacher-student communication and interaction,and make both sides participate in the thinking of this phenomenon.Third,third party researchers evaluated.The researcher himself and the relevant experienced single-subject teachers attended the multi-disciplinary classroom in the field,and scored by the standard classroom observation scale.To integrate three aspects,we can get complete information and analysis.The research process is divided into three parts: the early stage,the middle stage and the later stage.In the early stage,we mainly consulted the basic information of local rural primary schools,and then designed questionnaires to collect basic information according to the relevant situation.Sort out the effective questionnaires collected by recycling.Select the relevant representative questionnaires,looking for teachers and students to conduct in-depth interviews to obtain more information about them.In the mid-term,researchers processed the acquired information and began to enter the actual multi-disciplinary teaching classroom,using the standard classroom observation scale for case evaluation to verify the accuracy of the information obtained.Supplementary information was not included in thequestionnaires and interviews.Finally,after integrating these data,it is concluded that the current level of multidisciplinary teaching in rural primary schools is actually in the middle-to-upper stage.Then the researchers analyzed some of the negative effects existing in the current multi-disciplinary teaching.After reviewing the reasons for these negative effects,they found that the multi-disciplinary teachers still have problems such as excessive stress and obstruction of professional development.In addition,as the development direction of multi-disciplinary teachers,the author refers to the standards of general teachers to find out some shackles of the current professional development of multi-disciplinary teachers.Finally,some reflections and suggestions are put forward from the aspects of self-improvement of teachers,the work of schools and related departments,and the training of teachers in Colleges and universities,so as to play a certain reference role in the local primary school education reform and the development of multi-disciplinary teaching in primary schools.