Research On The Effectiveness Of Remote Chemistry Live Classroom Teaching In Ethnic Areas

Based on modern information technology,the use of"off-site"to share high-quality educational resources to the remote live broadcast teaching mode of relatively remote schools.Since the establishment of Chengdu Seventh Middle School in 2002,it has been 16 years since its establishment.This teaching model has gradually been promoted in various middle schools in Sichuan Province in recent years.However,the universal application of the remote live teaching mode has resulted in problems such as lack of classroom interaction,difficult teaching content,and fast pace of class.How to effectively solve these problems and improve the effectiveness of classroom teaching has become an urgent problem to be solved.This study used literature research method,questionnaire survey method,interview method and classroom observation method to conduct a questionnaire survey and in-depth interview on the teaching status of chemical live broadcast class for the teachers and students of the live broadcast class of Wenchuan Middle School in Sichuan Province.According to the classroom observations conducted by the author during the internship,the problems in the chemistry classroom teaching of the remote live class are analyzed.These problems include:(1)The teaching content is difficult and the capacity is too large;(2)The students are not prepared before class.(3)There is not enough time for thinking in class;(4)The rhythm of the near-end instructor is fast;(5)The remote tutor lacks classroom interaction.The reasons for these problems in the live class chemistry classroom are analyzed from the aspects of remote live broadcast teaching,students and teachers:(1)The remote live broadcast teaching itself is not perfect;(2)The far-end students have not adapted to the remote live broadcast teaching;(3)The basic knowledge of the far students is poor,and the ability to accept is not strong;(4)The pre-study and after-school review of the far-end students are not in place;(5)The lack of communication between the near and far-away chemistry teachers;(6)The near-end chemistry teacher can't do it"Teaching students in accordance with their aptitude";(7)The remote chemistry teacher's classroom initiative is not enough.In view of the problems in the chemistry class of the live class,this paper proposes corresponding strategies:(1)Establish a good teacher-student communication mechanism to stimulate internal learning motivation;(2)Develop students' good study habits;(3)Prepare resources for teaching in advance(4)Give full play to the role of remote teachers;(5)Enhance the interaction and interaction of chemistry teachers at both ends;(6)Adopt the teaching mode of "learning after learning".After the implementation of the above-mentioned strategies in the actual teaching,through the interview results,classroom observation records and test scores comparative analysis,it has achieved certain results,and improved the effectiveness of the live class chemistry classroom teaching.However,some strategies have not been implemented due to conditions,so continuous exploration and research are needed in the future teaching practice.