A Study On The Key Abilities And Improvement Strategies Of Primary School Chinese Teachers In Implementing Synchronous Classrooms

With the vigorous development of China's education,most parts of the country have achieved the basic balance goal of compulsory education in counties,and the quality balance of urban and rural education has become a new goal for the balanced development of compulsory education.Synchronous classroom is an important form to promote the quality balance between urban and rural areas.At present,many pilot work have been carried out in Zhejiang Province,but practical results have not been achieved.As a new teaching form,"synchronous classroom" puts forward higher requirements for teachers' teaching ability,and the key ability of teachers to implement synchronous classroom determines the quality of implementing synchronous classroom.Therefore,it is necessary to pay attention to the key ability of teachers to implement synchronous classroom.In the implementation of synchronous classroom of many subjects,language subject is more interactive,difficult,has become the difficulty,so this study in primary school Chinese teachers as the research object,using the literature,classroom observation,questionnaire,interview and other methods of primary school Chinese teachers implement the key ability of synchronous classroom research.First,the final structure of the key ability of primary school Chinese teachers to implement synchronous classroom is determined.The article sorted out 21 key abilities through literature method and interview method,and classified them according to international teacher competence standards.Using the famous teacher classroom observation method and the interview method to screen these key abilities,we sorted out 14 key abilities,and identified them as the preliminary structure of primary school Chinese teachers to implement the synchronous classroom key abilities.The large-scale classroom observation method and interview method were used to verify the preliminary structure of implementing synchronous classroom ability.After adjustment,17 key abilities of primary school Chinese teachers to implement synchronous classroom were obtained,which was determined as the final structure of primary school Chinese teachers to implement synchronous classroom ability.Secondly,the current situation of primary school Chinese teachers implementing synchronous classroom is investigated,and the difficulties and causes of key abilities are analyzed.According to the questionnaire of key ability,Investigate the current situation of primary school Chinese teachers implement synchronous classroom ability and combined with the interview learned that primary school language teachers in the ability to grasp the teaching materials and the learning situation,the ability to guide the students to understand and use the equipment,the ability to establish the sense of the scene,the classroom innovation ability,the classroom interaction ability,and the real-time cooperation ability between the teachers are insufficient.Analyze the difficulties of key abilities and their causes,the discovery is mainly composed of two factors: task-type teaching,passive acceptance and output ideas,Lack of cooperation.Affected by the external task type,teachers lack of independent choice,low initiative,lack of guidance training,exploration difficulties;lack of incentive measures,low motivation.Teachers themselves have an unreasonable output concept,the majority of young teachers implement synchronous classroom,little experience in rural classroom,high teaching pressure,unclear purpose;abnormal teaching,poor coordination.Finally,the strategy of improving the key ability of primary school Chinese teachers to implement synchronous classroom is proposed.This article proposes countermeasures from two aspects of teacher training and their own development needs,first to open relevant courses,familiar with the classroom operation mode,create an open platform,provide selective training,change the assessment mode and improve the incentive measures;second to provide the platform to understand the equipment,familiar with the equipment operation mode and long-term fixed docking,carry out cooperative classroom.