An Action Research Of Using Digital Teaching Resources To Improve Classroom Teaching Process In Rural Primary Schools

The focus and difficulty of China’s education are in rural areas.The development of digital teaching resources provides a good opportunity to promote the sharing of high-quality teaching resources between urban and rural areas,and improve the quality of classroom teaching in rural primary schools.The rural primary school is the basic element of rural education in China,which is an important part of rural schools and a crucial organizational form.Therefore,using modern technology and means to push high-quality digital teaching resources to rural primary schools in China is an effective way to promote the balanced development of basic education in China.At present,under the premise of basic guarantee of equipments,technologies and resources,how to better use digital teaching resources to help rural primary schools improve the classroom teaching process is particularly important.Through the preliminary investigation,the researcher finds that there are some problems in the classroom teaching process of rural primary schools in the current application of digital teaching resources.First of all,in the course of classroom teaching design,rural primary school teachers’ teaching design is teaching-centered and lack of systematicness.Besides,teachers’ ability to acquire and develop digital teaching resources is also inadequate.Secondly,in the classroom teaching implementation,unenlightened rural primary school teachers’ traditional teaching concept,negative slack teaching attitude,poor digital teaching resources application ability and low classroom teaching quality result in some problems in rural primary school students,whose learning interest needs to be developed,learning attitude is not positive,learning habit is lack of training and learning ability needs to be improved.Finally,in the classroom teaching evaluation,the classroom teaching evaluation in rural primary schools takes the teacher as the main part,which method is single and the effect is poor.Therefore,on the basis of predecessors’ research experience,this study is based on the teaching process optimization theory and blended learning theory and based on qualitative research orientation.It adopts the method of action research and collects data through interviews,classroom observations,real analysis and other methods.After selecting W Primary School in Q District of Lanzhou City as the cooperative school,Teacher Y as the cooperative teacher and grade four taught by Teacher Y as the cooperative class,the researcher conducts the action research of using digital teaching resources to improve classroom teaching process in rural primary schools.The researcher cooperated with Teacher Y carry out three rounds of action research.Each round of action research starts with three basic parts of the process of classroom teaching,which are classroom teaching design,teaching implementation and teaching evaluation.Improving each part is on the basis of the plan,action,observation and reflection four steps.The whole action research costs three months or so.In the process of action research,the researcher and the co-teacher constantly find problems and reflect on them in time,so they can adjust the plan and make improvements.At the end of the action research,the researcher analyzes the effect of action research on the application of digital teaching resources to improve the classroom teaching process in rural primary schools.The improved effect of classroom instructional design is that teachers’ instructional design concept has been changed and teachers’ ability to acquire and develop digital teaching resources has been improved.The improved effect of classroom teaching implementation is that students’ learning interest is generally improved,their learning attitudes are changed,their learning habits are significantly improved,and their learning ability is improved.For the teachers,they teaching philosophy is changed,their teaching attitude is more positive,their application ability of digital teaching resources is improved,and the quality of classroom teaching is improved significantly.The improved effect of classroom teaching evaluation is that students become the main part of classroom teaching evaluation,the classroom teaching evaluation methods are diversified,and the evaluation effect of classroom teaching has been improved.Three conclusions are drawn from this study.First of all,the main functions of digital teaching resources in optimizing the classroom teaching process in rural primary schools are to improve the design of classroom teaching,improve the quality of classroom teaching implementation,and improve the effect of classroom teaching evaluation.Secondly,the key points of the application of digital teaching resources in the classroom teaching process in rural primary schools mainly include: teachers should make secondary and independent development of digital teaching resources in classroom teaching design,deeply integrate digital teaching resources with classroom teaching in the implementation of classroom teaching,and make good use of digital teaching resources in classroom teaching evaluation,so as to better realize "evaluation to promote learning".Finally,the researcher tries to construct a model of classroom teaching process in rural primary schools using digital teaching resources.