Research On The Effect About The Full-time Remote Embedded Teaching In Minority Areas

Chengdu EASTEDU Science and Technology Ltd.Cooperated with Chengdu experimental primary school in September 2012.They started the Full-time remote embedded teaching.So far,there are 118 primary schools from remote areas in SiChuan Province joined the remote embedded teaching included 17 primary schools from LiangShan Prefecture.Full-time remote embedded teaching has carried out for four years and there has been a certain scale.The construction of Full-time primary schools online has completed the first phase: Completing online school construction,establishing a complete working mechanism and realizing the network class teaching coverage from grade one to grade six within three years.At the same time,Full-time primary school online has created the three core institutions: quality assurance center,activity center and resource center,which are ensured the Full-time primary school online could work orderly and efficiently and has built the institutional framework of the scientific management and operation mechanism.The Full-time primary school online inevitably turn their attention from the online school construction to the effect evaluation.To explore whether remote embedded teaching is effective and whether resources are being used effectively in ethnic minority areas can provide theoretical basis and practical guidance for remote embedded teaching in ethnic minority areas.And it can also provide the guiding significance for the implementation of policy and the investment of funds.So far,little research has been done on the evaluation of the effect of remote embedded teaching mode.Therefore,this topic attempts to evaluate the effectiveness of remote embedded teaching in ethnic minority areas.First,the status quo of the construction and development of full-time online school is investigated,and then the desired goal of the remote implantation teaching mode is explained.Finally,the evaluation index of the remote implantable teaching mode in the ethnic minority areas is constructed according to the existing research theory.This paper takes LiangShan Prefecture as the object of investigation,and collects data through questionnaire,interview,website,and report,and tries to evaluate the effect of remote implantation teaching in LiangShan Prefecture from both quantitative and qualitative aspects.This topic will try to find out success cases and problems about remote embedded teaching in LiangShan Prefecture.