Instructional Pattern Construction And Practice Research Of The Synchronous Interactive Class

Taking advantage of the methods of education informatization is an important way to guarantee the quality of teaching of teaching points in rural to promote the balance development of basic education. The synchronous interactive class is an effective way to solve the problem of teaching points lacking of teachers in rural and narrow the disparity in urban and rural areas. The instructional pattern of the synchronous interactive class is constructed based on the social constructivism theory by Lev Semenovich Vygotsky, the group social development theory by Judith Rich Harris and the characteristics of the synchronous interactive class, whose relationship between elements inside would be interpreted. This pattern has been used in the synchronous interactive class which including central schools and teaching points. The synchronous interactive class which includes Xian’an Foreign Primary School with Liuci teaching point and Su Jiafang teaching point, and the teacher and students were set to be the research object. Analyzing practice process, practice effects and existed problems of the instructional pattern of the synchronous interactive class on the side of instructional design and instructional process in combination with the specific teaching case and the teachers’ interview. Furthermore, investigating the emotion and attitude of the teachers and students who have taken part in the synchronous interactive class in the way of interview. Finally, putting forward feasible strategies based on the application status and the practice research results about the synchronous interactive class in Xian’an district. Based on the idea above, my research unfolds into five chapters:Chapter One is the introduction, which is the presentation about background, significance, research actuality, idea and method of this research.Chapter Two is the instructional pattern construction of the synchronous interactive class. This part narrates the concept and characteristics of he synchronous interactive class, then describes the social constructivism theory by Lev Semenovich Vygotsky and the group social development theory by Judith Rich Harris, and interprets the object and property of the synchronous interactive class guided by these theories. Finally, constructing the instructional pattern of the synchronous interactive class, whose relationship between elements inside would be interpreted.Chapter Three is the instructional practice results and analysis of the synchronous interactive class. The synchronous interactive class which includes Xian’an Foreign Primary School with Liuci teaching point and Su Jiafang teaching point, and the teacher and students were set to be the research object. Analyzing practice process, practice effects and existed problems of the instructional pattern of the synchronous interactive class on the side of instructional design and instructional process in combination with the specific teaching case and the teachers’interview. The practice research on instructional design includes the investigation of group’s on-line lecture preparation and the interpretation of the instructional design’s main contents. The practice research on instructional process includes the basic structure and interactive quality analysis of the synchronous interactive class’instructional process. Finally, investigating the emotion and attitude of the teachers and students who have taken part in the synchronous interactive class in the way of interview.Chapter Four is the feasible strategies analysis of the instructional pattern of the synchronous interactive class. This part describes the application status about the Synchronous interaction classroom in Xian’an district, and put forward feasible strategies with the theory and practice.Chapter Five is the conclusion and outlook. The whole research process is reviewed and the deficiencies should be cleared, then the further work that required is put forward.