Research On The Application Of Cooperative Teaching Strategy Of Two Teachers In Synchronous Classroom

Synchronous classroom is an important way to achieve the sharing of educational resources and promote the balanced development of education.The sense of teaching presence is a key factor for the rapid development of synchronous classroom.Based on literature analysis and field research,it is found that the lack of awareness of teaching presence among remote students in synchronous teaching can have a negative impact on learning outcomes.In recent years,there have been many studies on "cooperative teaching of two teachers",which are mainly related to factors such as students’ academic performance,innovative spirit,practical ability,and explore the impact of this strategy on students’ learning outcomes.Currently,there are few studies analyzing the impact of the "cooperative teaching strategy of two teachers" strategy on students’ sense of teaching presence,and no research has yet been conducted to apply the "cooperative teaching strategy of two teachers" to synchronous classrooms.Therefore,this study in the community of inquiry,collaborative theory and scaffolding theory,the "cooperative teaching strategy of two teachers" applied to the primary school science synchronous teaching practice,from the teaching presence level,learning satisfaction and scientific achievement to explore the "cooperative teaching strategy of two teachers" on the influence of remote synchronous classroom students learning effect,provide ideas for high-quality development of subsequent synchronous classrooms.This study first reviews relevant literature,defines core concepts such as synchronous classroom,sense of teaching presence,cooperative teaching of two teachers,and learning effectiveness,and understands the current research status at home and abroad;Secondly,by analyzing the purpose and characteristics of "cooperative teaching strategy of two teachers",a teaching plan based on the "cooperative teaching strategy of two teachers" is formulated and applied to teaching practice;Finally,a teaching presence questionnaire,a learning satisfaction questionnaire,a learning list,a scientific test question,and an interview outline were compiled to systematically verify the feasibility and effectiveness of the "cooperative teaching strategy of two teachers" through a single set of repeated measurements.The experiment is divided into two parts: a pre experiment and a formal experiment.The purpose of the pre experiment is to initially understand the level of teaching presence of remote students in the synchronous classroom,and modify and improve the teaching presence questionnaire based on the data analysis results;The formal experiment includes four rounds of teaching practice,each round of which uses a teaching plan designed based on the collaborative teaching strategy of two teachers.After analyzing and comparing the collected teaching presence questionnaire data,learning satisfaction questionnaire data,interview results,and science results,the feasibility and effectiveness of using the cooperative teaching strategy of two teachers in synchronous classrooms are verified.The specific conclusions are as follows: In scientific synchronous classes,the level of teaching presence of remote students is relatively low;After using the cooperative teaching strategy of two teachers for unit synchronous teaching,the level of teaching presence of remote students has been steadily improved,and has had a positive impact on the result of students at both ends;Remote students have a high positive evaluation of the cooperative teaching strategy of two teachers,and they have higher learning satisfaction when taking classes in synchronous classrooms using the cooperative teaching strategy of two teachers.It can be concluded that the use of the cooperative teaching strategy of two teachers in synchronous classrooms can improve the learning effectiveness of remote students.This study combines the cooperative teaching strategy of two teachers with the scientific synchronization classroom,verifying the effectiveness and feasibility of this strategy,and providing a reference for collaborative teaching between teachers at both ends of the scientific synchronization classroom.