A Study On The Practice Of Small Class Teaching In Rural Primary Schools

There are two types of small class teaching in practice: one is “artificial small class”,that is,local education departments or schools actively divide large class sizes into small classes of about 25 people to improve the quality of education in the region,and artificially reduce the size of the class.This type of small class size is mainly distributed in key schools in coastal economically developed regions.The other type is “natural small classes”,which are formed due to natural reasons such as the loss of student resources.The class size itself is small,and these small classes are mainly distributed in rural schools in underdeveloped areas.With the development of urbanization,the number of migrant workers in cities has increased,and their children have also come to urban schools to study.As a result,the number of students in urban schools remains high,so it is very difficult for urban schools to promote the small class teaching.However,contrary to urban schools,the number of students enrolled in rural school has been greatly reduced,which provides good conditions for the realization of small class teaching.Based on this,it is an attempt and even an opportunity for rural school to implement small class teaching.This type will improve the current situation of rural education,enhance the quality of education,and achieve educational equity.In view of this,the X Primary School where the author works takes the natural small classes as an opportunity to carry out small class teaching practice,in order to promote the improvement of the education equity of the school.Therefore,the author takes this opportunity to study the practice of small class teaching in rural primary schools.This article mainly takes X Primary School in Neibu Town,Ruyang County,Henan Province as the research object to carry out the practice of small class teaching in the context of rural natural small classes,and conduct a longitudinal comparative study of the implementation effect of small class teaching.This article mainly uses literature analysis,interviews,comparative research methods,and other methods to explore the practical process of implementing small class teaching in X Primary School and analyze its practical effects.Through classroom observation,questionnaire surveys,and interview surveys,it can be seen that since the implementation of small class teaching in X Primary School,the classroom teaching effect,students’ learning interest and students’ academic performance has improved.In addition,it is also found that there are the following problems and reasons in the implementation process of the small class teaching: lack of teachers,fewer senior teachers;lack of targeted teacher training content;some teachers’ have insufficient understanding of small class teaching;some teachers have backward teaching concepts;some students have a low level of classroom participation;some students are confused during group discussions,etc.The following targeted improvement measures are proposed,such as strengthening the construction of rural teachers;improving the quality of rural teachers;optimizing teaching methods;guiding students in their learning;implement group collaborative learning.