Research On The Implementation Path Of Teaching Reform In Ordinary Public Primary Schools

At the beginning of 21 st century,our country put forward "new curriculum reform" based on quality-oriented education,which is short for "new curriculum reform".In this context,schools at all levels across the country have responded to the call of the state and carried out different teaching reforms in their own schools to explore distinctive and effective teaching reform paths.Teaching reform is to remove those old and unreasonable elements in education and teaching,and add innovative,reasonable and scientific elements,so that education and teaching is full of vitality.In the context of the national curriculum reform,flipped classroom,guided learning case teaching,mooc,class walking system and other teaching reform cases have emerged,among which the guided learning case teaching reform carried out by du langkou and Yang si middle schools in shandong province has achieved remarkable results.Schools all over the country have followed suit,and a teaching reform trend of guided learning cases has emerged,which is known as the "foreign thinking phenomenon".However,when any successful teaching reform is introduced into a new school for reference,school-based implementation must be carried out in accordance with the actual situation of the school itself,which cannot be completely copied.Otherwise,such teaching reform is against the law of education and doomed to failure.Then,how should ordinary public primary schools "localize" foreign experience when carrying out teaching reform,especially when carrying out endogenous teaching reform?What are the attitudes and practices of different groups in the various stages of teaching reform? What influence do their attitudes and practices have on the promotion and effect of teaching reform? Based on the case study of S primary school in shuangliu district,this paper attempts to answer the above questions and find out the feasible path for the implementation of teaching reform in ordinary public primary schools.In this paper,on the basis of the reference and the education reform and the guide of case teaching,on the basis of related research,using framework support alliance theory,and at the time of analysis with the method of grounded theory,at the same time using Nvivo11.0 analysis tools,to shuangliu district S primary stages of learning case teaching,people's attitude and approach are analyzed.Firstly,interviews were used to collect relevant data of administrative leaders,middle-level cadres and front-line teachers of S primary school in shuangliu district.In the process of data collection,Ialso used Nvivo11.0 analysis tool to encode and analyze the data until the theory was saturated.Finally extracted four core categories: reforms expected,attitude,reform and reform effect,and its 14 subordinate all main categories: good expectations,poor expectations,opposed to the teaching reform,very support,less support,training,teaching reform,teaching reform with learning training,will not apply,flexible use,the problems in the reform,the reform effect is good,evaluation methods,evaluation results,regulation and control.Finally,by analyzing the problems existing in the teaching reform of guided learning case in S primary school in shuangliu district,and analyzing its causes,Suggestions are put forward for similar schools to carry out teaching reform.Conduct more research when making decisions and listen to teachers' wishes;Pay attention to teachers participating in the reform comprehensively and strengthen systematic training;Focus on teachers' mentality,do a good job in communication;Attach importance to assessment and improve the quality of teaching reform;Regulation should be diversified and effective.