| With the rapid development of information technology,the integration of education and technology has become closer,the teaching model has also undergone tremendous changes,and the remote live teaching model has emerged as the times require.The remote live teaching mode is to use modern computer technology and communication technology to transmit the high-quality classroom teaching content of famous schools to remote schools with relatively weak education in real time,so that teachers and students in remote areas can participate in the classroom teaching of famous schools at the same time,To achieve "the same house in different places." By transmitting high-quality educational resources to areas with weak education,the balanced development of education is promoted,the educational level of areas with weak educational resources and the professional development of remote teachers are improved,and the process of education equity is accelerated.In remote live teaching,the driving force of teachers and students to accept remote live teaching and their driving force in the process of remote live teaching directly affects the effect of remote live teaching.This article aims to study the driving force of teachers and students in ethnic areas to accept remote live teaching,and investigate and analyze their driving forces from the levels of student learning and teacher teaching.On this basis,they can deeply explore the driving force of the generation and development of remote live teaching,and look for them.Its essential attributes.First,the origin of the research is introduced in the introduction,and then the literature review is carried out,and the three core concepts of ethnic regions,remote live teaching and driving force are established,and then the research object,purpose and significance are further explained,thereby confirming the research thinking.Through the discussion of research questions,based on Ausubel’s theoretical basis of achievement motivation,the classification of driving force is refined,namely internal driving force,including cognitive driving force and self-improvement to improve driving force;external driving force,including auxiliary driving force And other external driving forces.And explain the composition and role of teachers and students’ driving force.In terms of research methods,a questionnaire was established on the perception and attitude of remote live teaching,participation in remote live teaching,and driving force in remote live teaching from three dimensions;at the same time,the outline and content of the interview were determined based on the questionnaire.The author takes the remote live teaching class of K Middle School in Garze Tibetan Autonomous Prefecture as an example.By investigating the application status of high school remote live teaching,combined with questionnaire surveys and interviews on remote live teaching classes and non-remote live teaching classes,the author understands the current status of the driving force of remote live teaching.The study found that the low acceptance of remote live teaching in ethnic areas is mainly due to the difficulty of the teaching content,fast pace,and difficulty in adapting.At the same time,comparisons found that students’ participation in remote live teaching classrooms is low;and the driving force of student learning is found in the driving force of learning The level of force difference is large,and the external driving force of teachers is unstable.In view of these status quo,according to the previous dimensional division,we deeply explored the reasons behind the learning and teaching driving force displayed by the students and teachers behind it,and explored its source of power from the three levels of reality,judgment,and theory,and found its driving force.The source of the differences and imbalances and the source of the driving force of remote live teaching in ethnic areas.Finally,by providing some strategic suggestions,explore the proper status of remote live teaching in ethnic areas.The author hopes that this research can provide inspiration and reference for other in-depth research on the optimization and development of remote live teaching mode. |
