Research On Remote Teachers' Teaching Strategies In Live Broadcast Class

Since the launch of remote live broadcast teaching,it has brought high-quality educational resources to areas with weak education,promoted the balanced development of education,and improved the education level and professional development of remote teachers in areas with weak educational resources.Many researchers have carried out macro research and analysis on the mode of remote live broadcast teaching,but rarely involve the specific application of remote live broadcast teaching in middle school classrooms.Taking the live broadcast class in Wenxian No.1 Middle School in Gansu Province as an example,the author found some problems in remote live broadcast teaching by investigating the current situation of live broadcast teaching in high school,combined with questionnaires,interviews and classroom observations of teachers and students in Wenxian No.1 Middle School.1.Low student participation;2.Low student knowledge grasp rate;3.Low student enthusiasm for learning;4.Insufficient classroom atmosphere;5.Low interaction rate between remote teachers and students in live classes Aiming at the problems in the live broadcast class of Wenxian No.1 Middle School,the author and the teacher team put forward the teaching strategies of remote teachers in the live broadcast class based on the relevant theoretical and strategic basis and the characteristics of the live broadcast class.This research uses research methods such as literature research method,investigation research method,classroom observation method,and follows the research thinking of analyzing the status quo--research questions--proposing strategies.In the high school classroom,through two rounds of action research,analyzed the problems that occurred,and improved and optimized the remote teacher's learning strategy.This research develops and implements strategies from three aspects: before class,during class,and after class.Pre-class strategy: 1.Develop a remote live classroom supplementary lesson plan;2.The remote teacher checks the remote students' pre-class preview;3.The remote teacher in the live classroom enters the class in advance.Strategies during the lesson: 1.Set up the learning support for the near-end classroom and the far-end classroom;2.Organize teaching activities in the near-end classroom and the far-end classroom simultaneously;3.An interactive method combining individual questions and group discussions;4.Far-end teachers Disciplinary monitoring during student discussions;5.Supplementary knowledge points from remote teachers.After-school strategies:1.Three-level classification of homework assignments of livestudents;2.Remote teachers' corrections and key recordings of homework;3.Remote teachers' counseling on difficult and difficult points after class;4.Remote teachers' focus on remoteness Emotional communication of end-users;5.Remote teachers encourage collaborative learning among students.The effectiveness of this strategy was verified through the participation before and after test,satisfaction questionnaire survey,student interviews,and final grades.Based on the observations and reflections during the research process,the strategy of remote teacher assistance was further optimized.The conclusion of the study shows that the application of the remote teacher's learning aid strategy proposed in this study improves the existing problems in the previous live classroom,enhances the interaction frequency between teachers and students in the remote classroom,improves students' participation in the classroom and learning initiative,improves students' performance,and gets the recognition of teachers and students,and introduces live curriculum to other subjects and other schools It has reference significance.