Strategies For Improving The Effectiveness Of Online Instructions At Junior Middle Schools In The Context Of "Classes Suspended But Learning Continues"

At the beginning of 2020,a sudden outbreak of COVID-19 disrupted people’s normal life,work and study.The Ministry of Education issued a call for "classes suspended but learning continues",and the Henan provincial government quickly responded to the call and fully launched the online teaching campaign on February 10,2020.School classes are forced to shift from offline to online,which brings severe challenges to students,teachers and educational administrative departments on the one hand,and brings unprecedented opportunities to online teaching on the other hand,which provides opportunities and possibilities for the modernization of education to realize the overtaking in corners.Based on Bloom’s Taxonomy for Learning Objectives and the three-dimensional teaching objectives of the new curriculum reform,this study formed a self-compiled questionnaire from three dimensions: knowledge and skills,process and method,emotion,attitude and values.A random survey was conducted in three middle schools in Zhengzhou,Henan Province,and a total of 711 valid questionnaires were collected.The descriptive analysis and difference analysis of the data were conducted by SPSS26.0 software.Combined with interviews with front-line teachers of middle schools,the effect of online teaching in middle schools in the context of "classes suspended but learning continues" was discussed in depth.The research found that the overall effect of online teaching in middle schools is at an average level.Although most students approve online teaching,they are not satisfied with the effect of online teaching,especially in the aspect of knowledge and skills.The main problems are as follows: During the period of online teaching,students’ awareness of independent learning and their ability of independent learning is weak.Network lag,and teaching platform is difficult to meet the needs of online teaching;Teachers’ information literacy and online teaching ability need to be improved;Lack of interaction in online classes.Secondly,the effect of online teaching in junior middle school is significantly different in different types of classes,among which the effect of online learning in the two dimensions of knowledge and skills,process and method of honors classes is significantly higher than that of regular classes.Finally,the effect of online teaching in junior middle school is also significantly different with different learning duration,the longer study time does not necessarily mean better teaching effect.Online learning is most effective when the duration of study is 3-5 hours,followed by 6-8 hours,and finally 8 hours or more.Based on the attribution analysis of the above problems,this study proposes several strategies to improve the effect of online teaching in junior middle schools from five aspects,namely,students,teachers,schools,government and families.First of all,students should strengthen their self-management and improve their autonomous learning ability,and strengthen physical exercise,pay attention to the combination of work and rest.Secondly,teachers should change their roles and guide students to study independently,and learn actively to improve their online teaching ability,and prepare lessons and discuss problems collectively to share online teaching experience.Schools should strengthen the training of teachers to improve the information literacy of teachers,and improve the incentive mechanism of teachers to mobilize the enthusiasm of teachers,and adhere to the school conditions to explore a new model of online teaching.The government should speed up the construction of5 G to improve the network environment,and strengthen the construction of the platform and improve its functions.Finally,parents should create a good family learning atmosphere to set up a learning family,and carry out effective supervision on students to achieve home-school co-education.