The Research On The Construction Strategy Of Practicel Community For Teachers In Urban And Rural Areas Under The Background Of "Conjoined Classroom"

The problems such as the low professional ability and the poor effect of the professional development approach of rural teachers in China have existed for a long time.The Ministry of Education's "Guidance Opinions on the Comprehensive and In-depth Promotion of Education Informatization Work during the 13 th Five-Year Plan" mentioned: To promote the teaching and research organization mode of “central schools leading teaching sites” and “a school leading multiple schools”.Step by step,the informatization model of "resource-rich school leaders develop together with relatively weak schools" and "excellent teachers lead ordinary teachers to grow together" are gradually realized.Since 2012,Dazu District of Chongqing City and Xian?an District of Xianning City in Hubei Province begun to try to establish a practical mechanism of “Conjoined classroom” for teachers between urban and rural areas.At present,the experience of these pilot regions is being replicated throughout China.However,what is the identity and status of rural teachers in the "Conjoined classroom" ? Does "Conjoined classroom" effectively enhance the professionalism of rural teachers? Is it reasonable to use the "Promoting villages by cities" as the goal of “Conjoined classroom”? How to improve the mechanism of "Conjoined classroom" to promote the establishment of real community between urban and rural teachers' in practice?This article reviews the topics of "teacher practice community","Conjoined classroom"," Synchronized classroom ","Integration of urban and rural education" and others to find theoretical supports of rural and urban teachers' practical community in support of the professional development of rural teachers and clarify the vales of professional development.The research investigated the Dazu District of Chongqing City,Shizhu Tujia Autonomous County of Chongqing and the Zhaojue County,Liangshan Yi Autonomous Prefecture of Sichuan Province by the method of participatory observations to explore the expansion process of community and summary the pattern.The focus of the research is to analyze the effectiveness of constructing the community and to propose solutions.The research finds that "joint class" could deeply promote the exchange and the cooperation between urban and rural teachers,and have improved the professional skill of rural teachers.However,there are still many deficiencies in the "Conjoined classroom" that affects the construction of practice community.It mainly summarizes and analyzes the existing problems from the perspectives of rural teachers,urban teachers,and managers:1.The perspective of rural teachers: unwilling to be a supporting role in the classroom;2.The perspective of urban teachers: the workload has multiplied;3.Manager's perspective: It?s easy to realize technology,difficult to change ideas.These problems have seriously affected the construction of practical community.Therefore,this research proposes four strategies to solve:1.Cultivating rural teachers 'sense of cooperation and establish a clear development goal.To strengthen the macro-goal,we should establish the goal of operating view,and improve the professional level of teachers while solving the actual problems of teaching;2.Improving the guarantee mechanism for urban teachers and stimulate the enthusiasm for collaboration between urban teachers and rural teachers.To develop the mechanism from the two aspects of motivation and appraisal,stimulate the drive within the community,and promote the harmonious progress of urban and rural teachers' practice of community;3.Constructing the leading model of conjoined experts to enhance the effect of collaboration between teachers in urban and rural areas.A "conjoined" leading group was established to lead the practical activities of the community,but experts took timely participation in the community activities to create an atmosphere of cooperation in teaching and research on an equal footing among members.Therefore,this study is mainly to analyze the problems in the “Conjoin Class”,which is in the process of promoting the construction of practical community between urban and rural teachers,and to propose solutions to ultimately achieve the professional and efficient development of rural teachers.Theoretically,the research provides a new perspective for the construction of urban and rural teachers' practice community,and summarizes the operating model of urban and rural teachers' practical communities.Practically,the “Conjoined classroom” is used as a background to analyze the construction of communities,and provides demonstration experiences for construction of community.And the cooperation and mutual assistance in the community is effectively promoting the professional development of rural teachers.