Research On The Strategy Of Digital Education Resources Supporting Rural Teachers' Multi-disciplinary Teaching

Most of the rural schools have the phenomenon that teachers “one person teaches multiple subjects”.In recent years,this phenomenon has become more serious as the number of rural school attendees has continued to decrease and schools have become increasingly miniaturized.In order to alleviate the dilemma of “teaching non-learning”,the state has vigorously deployed Internet infrastructure to realize the supply of digital education resources through a series of measures,such as “full coverage of digital education resources for teaching points” and “three links and two platforms” The implementation of these projects is to help rural schools to “open classes completely,open classes enough,and open classes better”.This study attempts to discuss the following two questions: First,does the supply of digital education resources for rural schools effectively respond to the needs of multidisciplinary teaching? Second,how can the construction and supply of digital education resources effectively support multi-disciplinary teaching of rural teachers?The research work mainly sorts out the relevant literatures in the past ten years,trying to clarify the diversified pattern of the digital education resources to support rural teachers' multi-disciplinary teaching and the ability appeal of rural teachers' multi-disciplinary teaching in the environment of “Internet+”.Through literature reading,it is found that existing research pays more attention to the co-construction and sharing of digital educational resources,and lacks in-depth exploration of the actual needs and effective application of digital educational resources in rural teachers' multi-disciplinary teaching.In addition,most of the current researches focus on the training of “general teacher” and there are few studies on the "multi-disciplinary teaching" of in-service rural teachers.The problem of lack of teaching ability of in-service rural teachers is urgently needed.Field survey mainly takes into account the types of rural schools and teaching sites as well as the differences in the supply mode of digital education resources.GuangyuanCity of Sichuan Province,Bishan District of Chongqing City and Zunyi City of Guizhou Province are selected as field research sites.The interviewees mainly included the leaders of the Education Bureau,the principals of rural schools and the rural teachers of multi-disciplinary teaching.The observation mainly involves the source,type and application of digital education resources in rural teachers' daily lesson preparation and classroom teaching.The questionnaire survey was mainly for rural primary school teachers.A total of 333 valid online questionnaires were collected and online data analysis was performed using SPSSAU software.Through the combination of qualitative research and quantitative research,we can fully understand the current situation of multi-disciplinary teaching of digital education resources in rural teachers.From the perspective of experience,digital education resources support rural teachers' multi-disciplinary teaching to form two modes in micro-practice:First,teachers+ “resources class”,that is,rural teachers themselves use digital educational resources to open a variety of disciplines;The second is the double teacher + “network class”,that is,the rural teachers as classroom teaching assistants,sharing the teachers and sharing the classroom teaching through the live broadcast of the classroom.At present,the use of digital educational resources for rural teachers has basically become a normalization.The form of teachers + “resource courses” has been basically popularized.The form of“Double Teacher Class” has also achieved initial success in the development of Guangyuan City in Sichuan Province and Dazu District in Chongqing.The rural micro-school alliance formed by Lizhou District in Guangyuan relies on the means of live broadcast to integrate the teachers of rural schools;The joint classroom formed by Dazu District and Bishan District in Chongqing focuses on solving the problem of multi-teaching methods for rural school teachers.However,with the support of digital education resources,the predicament of“opening bad lessons” in multi-disciplinary teaching still exists.Specifically,on the one hand,the supply of digital educational resources is not suitable,and it cannot meet the needs of teaching and learning in rural teachers' multi-disciplinary teaching;on the other hand,the lack of rural teachers' “multi-energy”,the lack of information technology application capabilities and the ability to integrate multidisciplinary innovations has led to a significant reduction in the use of digital educational resources.This study believes that it is necessary to strengthen the support of digital education resources for rural teachers in the multi-disciplinary teaching from the inside out.First of all,the top-level design of digital education resources is the premise ofdigital education resources to support rural teachers to “open a good course”.Relevant departments should strengthen the platform function construction,personalize the digital education resources,and realize the independent choice of network training.Provide rural teachers with appropriate endogenous digital education resources that meet their multidisciplinary development,and enhance the ability of rural teachers to apply information technology and multidisciplinary integration and innovation.Secondly,it seeks the exogenous support of digital education resources.The “live class”of the micro-school alliance in the form of courier classrooms supports the rural schools to “open up” the national regulations.The “live class” of the micro-school alliance in the form of a special-purpose classroom supports the rural schools' opening national regulations.With the phased “urban and rural joint classroom” to strengthen the interaction of education and research between urban and rural,support rural teachers to open class well.