Research On The Current Situation And Influencing Factors Of "small Class" Teaching In Primary Schools In Urban And Rural Area

With the advancement of the reform of the new curriculum standard,the disadvantages of the traditional "large class" are becoming more and more obvious,and the "small class" teaching came into being.The teaching quality of primary schools in the urban-rural fringe is often the short board of the teaching quality of the whole city.Therefore,we investigate the current situation of "small class" teaching in primary schools in the fringe of urban and rural areas,summarize its experience and difficulties,and explore its deep influencing factors,so as to optimize the "small class" teaching strategy and promote the education and teaching reform in the stage of compulsory education in China.Based on the theoretical framework of multiple intelligences,this study first formulates the "small class" Teaching Questionnaire(school volume,teacher volume and student volume)through the literature combing index system,and makes a quantitative analysis on the implementation of "small class" teaching in Jimo District B sub district office,so as to describe its implementation status;Then,through the interview outline(school leaders,teachers,students and parents),this paper makes a qualitative study on the implementation of "small class" in two case primary schools in Jimo District,refines their practical experience and existing difficulties,and further excavates and reveals the deep-seated reasons;Finally,it puts forward policy suggestions to provide practical and theoretical reference for the "small class" reform in other regions.The investigation found that the characteristics of "small class" teaching in the urban-rural fringe of Jimo District of Qingdao are as follows:(1)the interpersonal relationship of small-scale classes is more harmonious;(2)The implementation of individual guidance in small-scale classes is more common;(3)Students in small classes are less difficult to manage.At the same time,there are also some difficulties:(1)the spatial pattern of teaching has not been fully utilized;(2)The lack of teaching ideas leads to the disconnection of teaching behavior;(3)Insufficient communication between teachers and students;(4)Lack of diversification and flexibility in teaching methods;(5)The evaluation method of students’ classroom performance is not scientific enough;(6)Students’ classroom participation is not enough,and the learning effect needs to be improved.Based on the results of quantitative and qualitative analysis,this study holds that:(1)the fund guarantee,teacher allocation,teacher training and school investigation and evaluation of the competent department of education affect the overall implementation of "small class" teaching;The consciousness of school independent development,teachers’ professional development level,teaching and research activities and school-based curriculum affect the promotion of "small class" teaching at all levels;Teachers’ awareness of self-development,job burnout and communication with parents affect the specific implementation of "small class" teaching;Parents’ educational literacy,support for school work and family learning environment are the auxiliary forces of "small class" teaching.In view of the current situation,existing problems and influencing factors of "small class" teaching,this paper puts forward the following suggestions:(1)the competent department of education should play the role of overall planning and coordination and provide practical guarantee;(2)At the school level,we should strengthen the independent development of schools and improve the ability of teaching innovation;(3)Teachers should improve their self-development and communicate effectively between home and school;(4)At the level of parents,we should improve parents’ educational ability and strive for win-win cooperation between home and school.