Study On The Quality Improvement Mechanism Of The Place-based Teaching In Rural Schools

The Place-based teaching is a bottom-up approach to improving teaching and learning in response to the natural ecological crisis brought about by globalisation,urbanisation and standardisation,the crisis of academic quality for poor students and the crisis of local identity for rural youth.In the context of rural revitalization,how to consolidate and continue the achievements of poverty eradication,stimulate the vitality of rural schools,cultivate rural youths' local sentiment and rural cultural confidence,and reserve revitalized talents for agricultural and rural development is an important path for rural education to achieve high-quality development,effectively stop the intergenerational transmission of poverty and thus realize comprehensive rural revitalization.Compared to the mainstream theories of "resource tilting","annexation to the city" and "imitating urban development",which are currently used to effectively improve the quality of education and teaching in rural schools,the place-based teaching based on rural areas is not only conducive to the effective use of local resources,but also beneficial to the practical transformation of local knowledge and the transmission and innovation of local culture.Therefore,in the context of rural revitalisation,exploring the place-based teaching quality improvement mechanisms in rural schools from the place-based perspective will help to improve the quality of education and teaching in rural schools and help to achieve sustainable development of rural education,thus building up human capital for rural revitalisation.In view of this,this study uses research methods such as documentary research,interview method,Delphi technique and case study method to conduct an in-depth study on four aspects of the place-based teaching quality in rural schools,including the essential connotation,current practice,enhancement mechanism and practice strategies.Specifically,this study explores the true nature of the place-based teaching and the quality of the place-based teaching in rural schools.Based on the study of the connotation and value of the place-based teaching in rural schools,it explores the connotation of the place-based teaching quality in rural schools and the main basis for its quality enhancement,and from this,it further constructs an analytical framework for the quality of the place-based teaching in rural schools.Secondly,by examining the teachers and students of L primary schools and based on the analytical framework constructed,the current situation of the place-based teaching and learning is examined to fully understand the teaching and learning routines and practice processes of different types of the place-based teaching and learning in L primary schools,and to analyse the factors influencing the quality of different types of the place-based teaching and learning,and to summarise the current situation of the place-based teaching and learning and its quality in rural schools.Thirdly,this study has theoretically constructed the place-based teaching quality improvement mechanism in rural schools,clarified the structural elements of the place-based teaching quality improvement mechanism in rural schools,and elaborated the operation mechanism,operation process and operation mode of the place-based teaching quality improvement mechanism in rural schools.Fourthly,this study explores the practical strategies for improving the quality of the place-based teaching and learning in rural schools,i.e.from the aspects of the place-based teaching subjects,the place-based teaching and learning structures,rural field resources and place-based teaching and learning management,so that the mechanism for improving the quality of the place-based teaching and learning in rural schools can be returned to the practice of rural classrooms.