Research On The Mode And Path Of Collaborative Development Of Urban And Rural Teachers Based On Synchronous Classroom

In order to optimize the effect of synchronous classroom development,make education more equitable,relieve the unbalanced situation of urban and rural education,and realize the synergistic development of urban and rural teachers,this research adopts the method of questionnaire survey,interview and classroom observation to conduct the research,analyze the present situation of synchronous classroom's development,existential problems,and the real form and actual dilemma of the development of urban and rural teachers,structure a synergistic development model for urban and rural teachers based on synchronous classrooms,and concise the actual path.In the light of the research contents and research objects,to define the concepts,summarize the research status at home and abroad,conduct a review,as a preliminary research at the theoretical level.Based on the actual conditions of synchronous classroom's development,18 urban and rural primary and secondary schools in H City,Zhejiang Province were selected as the survey objects;500 teachers were surveyed;4principals,10 teachers and 3 directors of teacher development center were interviewed;and go deep into primary and secondary schools to conduct field observation.Based on the collected data,analyze the results and causes.It is concluded that there are some differences between urban and rural teachers in professional ability and development level,and urban teachers are ahead of rural teachers to a certain extent.Specifically,it includes the following aspects: the ability of information teaching,the professional knowledge and skills,the basic teaching ability,the ability to apply pedagogical knowledge,which proves the practical significance of the research.It is concluded that there are still some problems in the process of synchronous classroom:(1)the participation of students in different places needs to be improved,(2)the technical level of the synchronous classroom needs to be enhanced urgently,(3)the mode of the synchronous classroom needs to be enriched.There are some problems in the development of urban and rural teachers :(1)the openness and generativeness of teachers' classroom need to be enhanced,(2)teachers' research and innovation capabilities need to be improved,(3)teachers' professional development's reflection needs to be strengthened,(4)teachers' digital learning ability still needs to be improved.Based on existing research,combined with actual survey results and problem analysis;based on urban-rural relationship theory,synergy theory,group dynamics theory,and teacher development theory;based on the combination of single aspect's development and comprehensive development,independent development and synergistic development,internal support and external guarantee as the guiding principle;sort out the process,constituent elements and relationship of synergistic development of urban and rural teachers based on synchronous classrooms;characterized by synergy,community,pertinence,netality and practicality,starting from the internal development demands of teachers,and structure a synergistic development model for urban and rural teachers based on synchronous classrooms.Combined with the actual development of urban and rural teachers,four practical paths have been concised:(1)the community of teaching based on synchronous classrooms to promote the improvement of urban and rural teachers' teaching ability;(2)the community of research based on synchronous classrooms to promote the improvement of urban and rural teachers' research ability;(3)the community of practice based on the synchronous classroom promotes the improvement of the reflective practical ability of urban and rural teachers;(4)the community of resource based on the synchronous classroom promotes the improvement of the digital learning ability of urban and rural teachers;and elaborates from the basic process and main strategies of path implementation.