Research On The "Double Teacher" Collaborative Teaching In Middle School From The Perspective Of Subject Integration

With the continuous development of economy and society,the barriers between disciplines have been gradually broken,and the integration of disciplines has become the focus of scholars in recent years.As education informatization enters the 2.0 era,in the process of promoting "Internet+education",the combination of online and offline forms diversified classroom teaching modes.Under the macro background of the national promotion of education informatization reform,the double-teacher collaborative teaching model in the perspective of discipline integration in this study is an attempt to carry out teaching innovation in the middle school classroom.It is the response to the call of universities and senior high schools for joint collaborative education.Through analyzing the unique international,practical,innovative and other characteristics of the information technology subject,this paper based on the current teaching situation of the high school information technology course takes the high school information technology course for example,designs and practices the high school information technology double-teacher collaborative teaching mode in the perspective of discipline integration of the information technology subject and English,with a view to providing experience and paradigm for the design and practice of this mode in other disciplines in the middle school.The work of this study mainly includes: First,through consulting a large number of documents,it analyzes the research status and typical ways of integration of disciplines at home and abroad,and summarizes the research status and typical models of dual-teacher collaborative teaching at home and abroad;Second,from the perspective of subject integration,taking the high school information technology course as for example,the subject integration teaching design of high school information technology and English and other subjects is carried out,and the online and offline collaborative teaching model structure of high school information technology under the perspective of subject integration is initially constructed;Third,put the collaborative teaching model of information technology in senior high school under the perspective of discipline integration into practice,and analyze the effect and deficiency of the teaching practice of this model through classroom observation,questionnaire survey,student performance analysis,and interviews with teachers and students;Fourth,according to the results of teaching practice,summarize the deficiencies,and the optimization strategies are put forward from the following three aspects: the integration of subjects,the interaction of three sides of double-teacher teaching and the ecosystem of double-teacher teaching.The research shows that teachers and students approve the double-teacher collaborative teaching mode of information technology course in high school under the perspective of subject integration,which enhances teachers’ awareness of subject integration in teaching,is conducive to the professional development of middle school teachers,promotes the improvement of students’ comprehensive ability,stimulates students’ enthusiasm for learning,and improves the classroom learning effect.