Research On Cultural Logic Of Teaching Improvement In Rural Schools

The internal connection between deepening reform and improving quality has been fully reflected in the State Council's Opinions on Deepening Education and Teaching Reform and Comprehensively Improving the Quality of Compulsory Education in 2019.In 2020,the Fifth Plenary Session of the 19 th CPC Central Committee also put forward the guidance and requirements of "building a high-quality education system",and "deepening reform and promoting fairness" is one of its four key construction points.Therefore,the teaching improvement of rural schools needs to enter the deep water area and point to high-quality education.Cultural factors are the deep cause of the in-depth development of reform and the improvement of education quality.The current rural schools teaching improvement presents a stripping of cultural practice,facing teaching "change to not",it is difficult to deepen the reform,the basic problem of education teaching quality is not high,concrete in far from the local to urban development orientation,the lack of high-quality teachers,endogenous development motivation difficulties,etc.Fundamentally,it is caused by the lack of cultural care(such as urban culture,local culture,traditional culture,modern culture,etc.)in the teaching improvement of rural schools.Therefore,through teaching improvement,the purpose of promoting rural schools to achieve high-quality education cannot be separated from cultural support,and cultural logic is a systematic thinking about its nature and regularity in the attention of cultural influence factors.This study follows the idea of finding problem,analysis and problem solution.First of all,from the perspective of value orientation,education subject,internal motivation and teaching effect,the overall understanding of the source of the problem of rural schools,which separates the cultural context.Second,the rural school teaching "change into" cultural attribution,analyze the cultural factors affecting rural school teaching improvement,clarify the rural school teaching improvement dimension,build the basic analysis framework of cultural logic,namely cultural conflict-cultural fracture,cultural consciousness-cultural integration,then mining rural school teaching improvement should be the logical characteristics.Thirdly,the case analysis method and the interview method are used to consider the figurative problem logically,that is,to analyze the problem.Summarize and express the cultural conflict of rural school teaching improvement in education and teaching concept,teaching environment,classroom teaching behavior and the four-dimensional external representation of teachers,and analyze the internal roots of self(traditional culture,local culture)and other(modern culture,urban culture)cultural fracture problems.Finally,in view of the cultural conflict and fracture of teaching improvement in rural schools,we put forward the improvement path of cultural integration through cultural conscious re-recognition,criticism and reflection.It is necessary to realize the cultural consciousness of the teaching improvement subject,understand the cultural resources that deepen and hinder the teaching improvement,face the cultural differences and value associations,clarify the cultural advantages affecting the teaching improvement,highlight the cultural independent choice,and choose the innovation of classroom teaching.