On The Practices And Strategies Of Dual-line Blended Teaching Based On “Classroom On The Air” Resources

With the development of information technology and the innovation of educational concepts,education informatization has become an important direction of national education development.However,in the field of basic education,there is a lack of in-depth integration of information technology and subject teaching.Due to the impact of the COVID-19 pandemic,the Ministry of Education put forward the initiative of “suspending classes without suspending learning” at the beginning of 2020,so that primary and secondary schools all over the country have launched online teaching,and the Shanghai Municipal Education Commission has also organized the recording of “Classroom on the Air”.The implementation of large-scale online teaching has provided unprecedented development prospect for education informatization in basic education.With the arrival of the “post-pandemic” period,offline teaching has returned to normal,and the role of online teaching has changed,making the integration of online and offline teaching a new development trend and research direction.This study makes full use of “Classroom on the Air” resources to make the research results on dual-line hybrid teaching easy to employ and popularize.This study adopts the literature research method to clarify the concepts of “Classroom on the Air”,dual-line teaching and dual-line blended teaching,so as to lay a theoretical foundation for the practical research.Interviews and questionnaires were used to investigate the current situation of front-line teachers’ conducting of dual-line teaching and the use of online teaching resources by teachers and students in the post-pandemic period,so as to provide a reliable basis for the design of dual-line blended teaching and make it meet the actual needs of teachers and students.The action research method was used to develop teaching cases based on “Classroom on the Air” resources,explore teaching implementation patterns,test students’ learning outcomes,summarize implementation strategies,and raise the educational and teaching experience to a theoretical level.Through the various research methods,this study summarized six implementation patterns in practice.They are adopting “Classroom on the Air” resources by the teacher?comprehending “Classroom on the Air” resources by teacher-student co-research? flexible use of “Classroom on the Air” resources by the student? preparing before class,do self-learning and raising questions? citing resources during class and focusing on problems? and post-class message pushing to make up for deficiencies and to improve.The strategy to carry out dual-line blended teaching is firstly,to establish clear objectives and goals,and secondly,to let online and offline teaching complement each other.The former is the foundation and the latter is the key.The empirical results show that dual-line blended teaching based on “Classroom on the Air” resources is conducive to students’ personalized learning and active learning,and can effectively improve students’ learning outcomes.This study provides new ideas for teaching history in junior high school in the post-pandemic period,and offers new solutions for promoting the deep integration of information technology and history teaching,which has theoretical and practical significance.