A Case Study Of Urban And Rural Synchronous Interactive Classroom From The Perspective Of Educational Equity

Due to the economic condition and geographical location,the uneven development of compulsory education in urban and rural areas has always been the important issue and challenge of our education development.Educational equity is related to the construction of social equity and social stability,and is the key to the long-term harmonious development of the country and society.Therefore,the adoption of Internet technology to share the quality teachers of the supporting schools with the recipient schools can play a certain effect in solving the problem of educational resource demand in mountainous areas.Synchronous interactive classroom,a new modern teaching method,comes into being.From the perspective of educational equity,this study takes the implementation of synchronous interactive classroom between urban and rural areas in K County of Zhejiang Province as the research object.Three research methods,namely questionnaire survey,interview and participatory observation,are used to analyze the current situation of synchronous interactive classroom teaching in K County from three stages,namely pre-class preparation,in-class teaching and after-class discussion.At the same time,based on the original Flanders Interactive Analysis system(FIAS),a teacher-student teaching behavior analysis system based on synchronous interactive classroom is developed.From the perspectives of supporting teachers,aid teachers,support students and aid students,etc.,the teaching behavior of teachers and students in the classroom is converted into data form by recording the teaching behavior of teachers and students in coding.The matrix analysis chart is constructed,and the 20 classroom records collected are analyzed,so that the implementation effect and existing problems of the current urban-rural synchronous interactive classroom in K County are discussed in detail.The results show that the following problems exist in the implementation process of the urban-rural synchronous interactive classroom in K County: teaching overall planning and organizational structure are slightly disordered;Teachers fall into cognitive crisis and have not formed value consensus;Lack of preparation before class,lack of emotional communication between teachers and students in different places;The after-school discussion effect is not good,lack of continuous attention;The remote equipment is not perfect,the teacher information ability is not high.In view of the current reflected problems and existing difficulties,the following optimization strategies are put forward:formulate standard assessment and evaluation indicators,optimize the education environment;Teachers form a correct understanding,clear teaching responsibilities;Improve the preparation before class,increase the after-school communication between teachers and students in different places;After class,conduct discussion activities in time for communication and feedback;The equipment is updated and perfected to improve the informatization level of teachers.