Study On The Problems And Countermeasures Of Teaching Transition From Elementary School To Junior Middle School In The Junior Middle School Teachers' Connection In Classroom Teaching Of Rural Areas

Since the new curriculum reform,the new curriculum reform has been emphasizing the cohesion of primary and secondary school curriculum.In the curriculum standard of nine-year compulsory education stage,the cohesion of teaching links between the two periods has also been emphasized.In the Opinions on Fully Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide Shuren issued by the Ministry of Education in2014,it was pointed out that "the organic convergence of curriculum objectives in primary-secondary schools is insufficient",emphasizing that the main task at present is to coordinate primary,junior and secondary school segments and disciplines so as to make each segment progressively and orderly transition.After consulting the literature,it is found that there are few studies on the teaching cohesion of rural elementary schools in Western Liaoning.Therefore,the author wants to understand the current situation of the teaching cohesion of rural elementary schools in Western Liaoning from the perspective of "teaching cohesion".This paper uses the methods of literature research and questionnaire survey,taking western Liaoning as an example,investigates the current situation of rural elementary school teaching cohesion,and through induction and analysis methods,with the questionnaire of rural elementary school students as supplementary materials,analyzes the problems existing in the teaching cohesion of rural junior middle school teachers and the causes leading to the cohesion problems,and puts forward corresponding countermeasures.Through the analysis of teachers' questionnaires and students' questionnaires,it is found that the main problems of rural junior middle school teachers' teaching cohesion in rural elementary schools in Western Liaoning are: unreasonable cohesion of teaching objectives of rural junior middle school teachers;disconnection of teaching methods of rural junior middle school teachers;incomplete cohesion of teaching contents of rural junior middle school teachers;incompletecohesion of teaching implementation process of rural junior middle school teachers and rural areas.The main body and form of junior middle school teachers' teaching evaluation are single.The main reasons include: insufficient attention paid to the teaching cohesion in rural elementary schools;lack of attention to the teaching cohesion in rural schools;and the need to improve the professional quality of rural junior middle school teachers themselves.To this end,the corresponding solutions are put forward from five aspects: renewing the concept and improving the professional quality of rural junior middle school teachers in terms of teaching concepts;researching curriculum standards and clarifying the linking direction of rural junior middle school teaching in terms of teaching objectives;integrating teaching materials,lesson development and utilizing rural characteristic resources in terms of teaching content;enriching teaching methods and improving rural junior middle school teachers in terms of teaching methods.In the aspect of teaching evaluation,we should reform the evaluation and promote the diversification of rural teachers' teaching evaluation.