Discussion On The Problems And Countermeasures In The Implementation Of "Special Delivery Classroom"

With the development of information technology,the balanced development of technology-enabled education has received widespread attention.In order to better help rural primary schools to improve their teaching quality,the Ministry of Education launched the‘Dedicated Class’ project to promote the balanced development of urban-rural compulsory education.‘Dedicated Class’ refers to the ‘Three Classes’ strengthened by the Ministry of Education,aiming at the problems of lack of teachers in rural weak schools and teaching sites,‘not being able to offer and insufficiently offering’ the nationally prescribed courses,according to the teaching progress.In the form of live broadcast,high-quality courses from urban schools are pushed to rural poor schools to promote the balanced development of urban and rural education.The ‘Dedicated Class’ project aims to promote the equitable development of education and provide more and better educational resources and development opportunities for rural teachers and students.However,it also encountered some difficulties in the specific implementation process,which brought some confusion to the participating teachers.It should be paid attention and studied so as to better realize the expected value of the project.Based on this,this study takes four primary schools in Hunan Province as samples to analyse,from the perspective of teachers,it discusses the experience and results obtained in the implementation of ‘Dedicated Class’ and the practical difficulties encountered.Based on the attribution,corresponding countermeasures and suggestions are put forward.In the specific research process,this research adopts semi-structured interviews,literature analysis method and case observation method and other research methods for investigation and analysis.Through the snowball sampling method,7 teachers who participated in the ‘Dedicated Class’ were interviewed in these four schools,and the data were analysed by the thematic analysis method.Research has shown that ‘Dedicated Class’ have significant positive effects on schools in urban and remote rural areas,teachers on both sides,and rural students.On the one hand,it provides high-quality educational resources for the development of rural basic education,improves students’ interest in learning and intellectual development in rural areas,promotes the personal development of teachers and students in rural teaching sites,and narrows the educational gap between urban and rural areas to a certain extent;On the one hand,‘Dedicated Class’ also enhances the social influence of the city school,as well as the teaching skills of the teachers in urban school,and broadens their career paths and understanding of education.In addition,through this project,people have more understanding of the current situation of rural basic education,aroused the society’s attention to the issue of education equity,and attracted more people of insight to devote themselves to the cause of balanced development of education.The problems found in the research mainly focus on the unsatisfactory effect of teacher-student interaction in the current ‘Dedicated Class’ teaching process,the classroom effect is not yet obvious,and the project has brought a certain workload to teachers on both sides.The reason for this is that the current incentives and training policies for ‘Dedicated Class’ have yet to be implemented,the school management needs to be further standardized,and the relevant literacy of teachers needs to be improved.Based on this,the corresponding countermeasures proposed in this study are to improve the government guidance mechanism,improve the school management system and establish a corresponding teacher training system.