Research On The Mechanism And Theory Of Informatization Helping To Improve The Quality Of Rural Teaching Points

Promoting the balanced development of compulsory education by means of information technology and promoting educational equity is the focus of current academic circles.The teaching point is the short board of compulsory education in our country at present,which is the "last kilometer" to realize the balanced development of compulsory education.There are many difficulties in running these small scale schools in our country,such as the investment of funds,the allocation of teachers’ resources,the courses’ offering and the left-behind children.Among them,music,art and other courses can’t be offered or can’t be taught well is a very prominent problem.Many areas in China are using information technology to help teaching points solve curriculum problems,so as to improve the quality of these schools.In order to systematically summarize the successful experiences of these areas and reveal their principles from a theoretical point of view,the dissertation took research from the following aspects:Firstly,through literature analysis,the researcher analyzes and sorts out the research related to the improvement of the quality of rural teaching points aided by information technology from the following aspects:the related researches of rural teaching points,including the performance,causes and countermeasures of the problems these small scale schools;the related researches of information technology promoting educational equity;and information technology promoting development of education;relevant researches on the development of advanced education and the mechanism(mechanism)of information technology promoting the development of education.Subsequently,the relevant studies at home and abroad were reviewed,and the value and significance of these studies for this study were analyzed.Secondly,through literature analysis,the development history and current situation of rural teaching sites are analyzed.It mainly includes:the history of the development of teaching points in China,the value of the existing teaching points,the government action to promote the development of teaching points in China,the experience of foreign weak schools by using information technology for reference,the main dilemma faced by the current teaching points,and the main countermeasures put forward by academia to deal with the plight of teaching points.Our government has taken a series of measures to promote the balanced development of compulsory education and the promotion of weak schools in rural areas,including teaching points.It has made some achievements in improving the basic conditions of running schools,improving the allocation of teachers and improving the quality of education,but there are also some shortcomings.As the"last mile" of balanced development of compulsory education,teaching points still have many difficulties.Mainly include:inadequate funding,weak infrastructure;weak teachers,poor curriculum quality;low quality of students,high proportion of Left-behind children.Academic circles have put forward countermeasures to the plight of teaching points,which have difficulties in funding,teachers and teaching plight,and overall plight.Among them,the use of information technology to help teaching points solve the problems of uneven and poor opening of music,art and other courses has also been mentioned by the academic community,and research teams have carried out relevant research.Thirdly,through literature analysis and the collation and analysis of first-hand research materials,several areas in China that use information technology to help teaching sites solve the problems of uneven curriculum development and poor curriculum development and improve the quality of teaching sites are analyzed as cases.Generally speaking,the application of information technology in these case areas mainly adopts two ways:" synchronous classroom" and "double-teacher teaching"."Synchronized Classroom" means that excellent teachers can give lessons to the students of teaching points through the way of network synchronization.Teachers and distant students can interact in real time."Double Teachers’ Teaching" refers to the mode that teachers use MOOC to teach.Teachers are familiar with MOOC content before class and play MOOC to teach under controllable circumstances in class.Using these two methods,the case areaes have helped the teaching point to offer courses that could not offer before,and to take courses that were not good,which have achieved certain results.Fourthly,using Mechanism Design Theory and Education Governance Theory,based on the successful experience of some cases and the analysis of the national education informatization development plan,a set of "informatization assists the improvement of the quality of rural teaching points" mechanism,namely "rules and regulations" is designed.The rules and regulations mainly include three aspects:the organizational structure,power and responsibility distribution and system arrangement of information technology to promote the quality of rural teaching points.The application of educational governance theory highlights the principle of "separation of management and evaluation",while the application of mechanism design theory highlights the principles of "incentive compatibility" and "information efficiency".Fifthly,using literature analysis and the Grounded Theory,the dissertation summarizes and refines a theoretical model of "information-assisted rural teaching point quality improvement",including the influencing factors of information-assisted rural teaching point quality improvement,and the relationship between influencing factors and teachers’ professional development and students’ development.Based on the theoretical model,the scale and questionnaire were designed.Data were collected by the way of questionnaire issued by teachers in some areas,and the model was tested with data.The results show that the factors that influence the quality of rural teaching sites are government decision-making,social support,principal leadership,information environment,digital education resources and teachers.These "influencing factors" have an impact on "teacher professional development" and "student development";in the process of promoting the quality of rural teaching points by information technology,"teacher professional development" plays a mediating role in "influencing factors" and"student development";and "synchronous classroom" and "double-teacher teaching"have an impact on "influencing factors"."Teachers’professional development and students’ development play a moderating role.Sixthly,the theory of Educational Equity,Bourdieu Filed Theory and Actor-Network Theory are used to explain the quality improvement of rural teaching points assisted by informationization.The dissatition uses the theory of Educational Equity to analyze the role of information technology in education from the perspectives of education starting point equity,education process equity and result equity,and uses Bourdieu Filed Theory to change the field form of traditional classroom,the relationship between teachers and students,teachers’ educational capital and students’ cultural capital.The dissatition makes an analysis and uses the Actor-Network Theory to construct the actor network in the informatization construction of rural teaching point education,and describes the actor network through the four links of problem presentation,benefit sharing,recruitment and mobilization in the process of translation.The main conclusions of the dissatition are as follows:1.The mechanism of informationization to improve the quality of rural teaching points includes three main components:organizational structure,power and responsibility allocation,and institutional arrangement.This set of mechanism embodies the principle of "separation of management and evaluation" advocated by governance theory and the principle of "incentive compatibility" and "information efficiency"advocated by mechanism design theory.2.In the process of improving the quality of rural teaching sites assisted by informationization,the main influencing factors are government decision-making,social support,principal leadership,informationization environment,digital education resources and teacher factors,which have an impact on the development of teachers and students.3.Teachers’ professional development plays an important intermediary role between these factors and students’ development.Synchronized classroom and Double-teacher teaching play a moderating role in influencing factors and teachers’professional development,and between influencing factors and students’ development.4.Education Equity Theory,Bourdieu Field Theory and actor-Network theory can be used to explain the quality improvement of information-assisted teaching points.Information technology plays an active role in helping teaching points to have a fair starting point,a fair process and a fair result in education;Information technology plays an active role in helping to change the field where teaching points are located,changing the habits of teachers and students,and thus changing teachers’ educational capital and students’ cultural capital;The network of actors in the construction of education informationization can promote the construction of education informationization through four links:problem presentation,benefit sharing,recruitment and mobilization in the process of translation.