On The Deep Teaching Strategy Of Rural Teachers Based On Modern Information Technology

In 2009,the Central Committee of the Communist Party of China(CPC)and the State Council issued the document "China Education Modernization ",which requires accelerating the change of education in the age of information technology,using modern technology to accelerate the reform of talent training mode,and realizing the organic combination of scale education and personalized training.However,in rural schools in China,it is difficult to implement information technology and intelligent technology into actual teaching activities.The reason for this is that it not only triggers huge adjustments in teachers’ teaching strategies but also raises the demand for rural teachers’ information technology skills.The ultimate goal of the adjustment is to be able to conduct teaching that helps students learn deeply,i.e.,deep teaching.Deep teaching based on modern information technology emphasizes not only the depth of teaching practice,the depth of teaching logic but also the profundity of teaching content.This study will examine the real state of rural teachers’ deep teaching from the perspective of modern information technology,explore the problems that teachers have in deep teaching,and propose teaching strategies for rural teachers’ deep teaching.This study is divided into seven parts.Part I: Introduction.This part introduces the research background,research questions,literature review,research purpose and significance,research ideas and methods,research focus,difficulties,and innovations.Part II: Definition of deep teaching and related concepts.This part is a conceptual definition of key concepts such as deep teaching,rural teachers,and modern information technology.Then,on this basis,we further divide the dimensions of deep teaching of rural teachers and believe that deep teaching of rural teachers can be divided into five dimensions:teaching goal perception and setting,subject material content and understanding,knowledge processing and handling,human communication and cooperation,and teaching process and reflection.Therefore,deep teaching for rural teachers refers to teaching in which teachers arrange teaching activities according to the logic of the subject and the context of rural life,provide different teaching contents for students at different levels,and require student-student interaction and teacher-student interaction in the teaching process,and enhance the exchange and integration of knowledge and information by interaction.Part III: Survey on the current situation of rural teachers’ in-depth teaching.This part is mainly a questionnaire survey and interview survey on rural teachers’ deep teaching behaviors and rural school students’ deep learning behaviors in Ding’an County,Dongfang City,Changjiang Li Autonomous County and Ledong County of Hainan Province to understand the real status quo and problems of deep teaching conducted by rural teachers in rural areas of Hainan Province.The survey concluded that: first,rural teachers took the initiative to adjust the teaching difficulty downward to ensure the learning effect of basic knowledge in consideration of the impact of the changing teaching environment,but it also led to the teaching content only staying at the level of basic knowledge;second,teachers took the initiative to adjust the teaching difficulty downward to ensure the learning effect of basic knowledge.Second,although teachers used various strategies to teach,there was no significant correlation between students’ learning behaviors and teachers’ teaching behaviors,indicating that teachers did not effectively use modern information technology to promote teaching;third,modern information technology strengthened the communication between teachers and students;fourth,teaching evaluation was still based on grades,and did not include all evaluations of students’ learning process in the overall evaluation.The evaluation is not included in the total evaluation.Part IV: The basic characteristics of deep teaching are based on modern information technology.This part considers that there are three characteristics of deep teaching: the characteristics of the depth of teaching relationship,the characteristics of the depth of teaching content,and the characteristics of the profundity of teaching practice.Part V: Principles and rationales for developing deep teaching strategies based on modern information technology for rural teachers.This part mainly discusses the five principles for formulating deep teaching strategies for rural teachers based on modern information technology,namely,the principle of development of educational goals,the principle of sustainable teaching contents,the principle of flexible teaching organization,the principle of the wisdom of learning soul crystal and the principle of diversification of teaching evaluation methods;as well as analyzes the theoretical basis,practical basis and national needs in three aspects of modern information technology-based The basis for the development of in-depth teaching strategies for rural teachers is analyzed three aspects:Part VI: Basic Strategies of Modern Information Technology-based Deep Teaching Practice for Rural Teachers.In this part,on the basis of the principles and theoretical constructs of the strategy formulation of deep teaching for rural teachers based on modern information technology,five teaching strategies of deep teaching for rural teachers based on modern information technology are proposed: firstly,the strategy of designing the goals through the hierarchical grouping of homogeneous teaching groups and heterogeneous groups to promote the efficiency of students’ cooperative learning;secondly,the strategy of enhancing students’ subjective participation through demand-stimulated teaching and equal opportunity involvement in teaching activities;secondly The third is the strategy of intelligent teaching methods formed by technologies such as learning supervision and regulation and learning tools to support teaching with data;the fourth is the strategy of intelligent teaching management to serve teachers and students in teaching evaluationPart VII: Conclusion.This part mainly summarizes the in-depth teaching strategies of rural teachers based on modern information technology.The innovation points of this study are shown as follows: first,the research content is new.This study follows the progress of the national rural revitalization strategy,and under the background of the environment of gradually improving hardware facilities in rural schools in China,the research content falls on the in-depth teaching of rural teachers based on modern information technology,aiming to be able to contribute to the improvement of teaching quality in rural schools.Second,the research perspective is new.This study is based on teachers’ deep teaching behavior and students’ deep learning behavior,and explores the effectiveness of teachers’ deep teaching under different teaching strategies.