Research On The Status Of The Implementation Of The "Dual Teacher Teaching" In The Comprehensive Practice Courses At Elementary Schools

The elementary school’s comprehensive practice curriculum plays a huge role in improving the students’ practice and comprehensive quality.However,due to the underdeveloped economy in rural areas,there are many constraints on the software and hardware conditions for the implementation of this course.In particular,the rural teachers’ inexperience and limited professional knowledge has resulted in the failed implementation of comprehensive practice courses in rural schools.In order to solve this problem,Guangxi applied the "dual-teacher teaching" to the elementary school’s comprehensive practice courses,using centralized training,network training,course recording,and teaching to the countryside to help rural elementary schools offer the course.This study is the first in Guangxi,and no similar studies have been found in China.The research methods used in this study are questionnaire,interview and case study.The research idea is: first of all,through the questionnaire,understand the difficulties encountered by rural schools in the establishment of comprehensive practical activity courses in elementary schools,and feedback the collected problems to the project expert group.Then,the members of the expert group and the urban school recording team conducted course recording and guidance on the feedback from the rural front-line teachers to help rural teachers overcome difficulties and successfully set up the course in their respective schools.Finally,combined with the questionnaires and field surveys and interviews issued by the author,to understand the results and problems of the "dual teacher teaching" in the implementation of the comprehensive practical activity curriculum in the elementary school,using the interactive theory of autonomy and "learning in doing" theory,put forward strategies with a view to solving these problems.The full text is divided into six parts:The first part,introduction.The main purpose is to explain the research background,problem proposal,research purpose and significance,research plan,and literature review of this paper.The second part,the survey of the current situation of the comprehensive practical activities of rural elementary schools before the implementation of "dual-teacher teaching".The third part elaborates on the necessity of implementing "dual teacher teaching" in the curriculum of elementary school comprehensive practice activities.This part discusses the characteristics of the "dual teacher teaching" curriculum project of elementary school comprehensive practice activities.The fourth part is the survey of the implementation status of "dual teacher teaching" in the curriculum of comprehensive practical activities in elementary schools.This part mainly uses questionnaires,interviews and field surveys from rural teachers’ application of curriculum resources,teaching ability improvement and curriculum development ability.Conduct investigation and analysis.The fifth part,the achievements and problems in the implementation of "dual-teacher teaching".The sixth part,the analysis of the causes of the problems in the implementation of the "dual teacher teaching" in the implementation of the comprehensive practical activity curriculum in elementary schools.In the seventh part,the "Dual Teacher Teaching" curriculum implementation improvement suggestions for elementary school comprehensive practical activities,from the three dimensions involved in the survey,put forward suggestions for improving the implementation of "Dual Teacher Teaching".