Research On The Construction And Application Of Synchronous Classroom Teaching Model From The Perspective Of Collaborative Teaching

In recent years,synchronous classroom has been widely carried out in the field of basic education,which has greatly alleviated the unbalanced development of education between urban and rural areas or within regions in China.It has become one of the effective means to promote the sharing of high-quality educational resources,narrow the regional educational gap and promote educational equity.The effectiveness of synchronous classroom is inseparable from the full cooperation and collaborative operation between local and remote teacher teams.It can be said that the quality of cooperation among synchronous classroom teachers is an important factor affecting the effectiveness of synchronous classroom.However,due to the influence of traditional unilateral classroom teaching thinking and lack of experience in synchronous classroom teaching,most teachers currently have the problem of insufficient teacher cooperation in the process of synchronous classroom.Based on this thinking,according to the relevant theories of collaborative teaching,this research attempts to build a synchronous classroom teaching mode from the perspective of collaborative teaching,so as to improve the cooperation effectiveness among various stakeholders involved in the development of synchronous classroom,and to ensure the smooth development and teaching quality of synchronous classroom.This research is mainly based on the literature research method,grounded theory,survey research method,focus group method,classroom observation method and action research method to carry out the theoretical construction and empirical research of synchronous classroom teaching model from the perspective of collaborative teaching.The main research contents and processes are as follows:Firstly,through literature research,the research status related to synchronous classroom and collaborative teaching is analyzed.Secondly,based on the ideas and methods of grounded theory,the three types of research samples of academic papers,practical cases and policy texts are grounded and coded,and the influencing factors of the effect of synchronous classroom teaching are extracted: subject factors（teacher level and students differences）,supporting factors（teaching environment and guarantee mechanism）and practical factors（project planning and collaborative teaching quality）.Further investigations were conducted on the implementation status of synchronous classroom,and the shortcomings of synchronous classrooms in six aspects such as facility environment and dual-teacher collaborative teaching were found.Thirdly,through in-depth judgment and reference to the existing mature collaborative teaching model,combing the organizational structure of synchronous classroom collaborative teaching team,analyzing the characteristics of synchronous classroom from the perspective of collaborative teaching,and putting forward three construction principles of the model: having collaborative awareness,using collaborative tools and establishing guarantee mechanism,which provides a reference framework for the construction of subsequent models.Then,based on the theory of collaborative teaching and group dynamics,in order to break through the gap of synchronous classroom space,advocate dialogue,cooperation and exploration among teachers,give full play to the bilateral benefits of the cooperation of synchronous classroom teacher team,and realize the collaborative development of "1 + 1 > 2",a synchronous classroom teaching mode from the perspective of collaborative teaching is constructed.The model includes five parts: collaborative teaching team,theoretical basis,collaborative objectives,collaborative links and tasks,and realization conditions.The collaborative teaching team includes six core roles: project leader,academic director,teaching director,local teacher,remote teacher and technical teacher.The collaborative links and tasks include five stages: collaborative lesson preparation,collaborative preparation,collaborative class,collaborative correction of homework and collaborative evaluation and reflection.Finally,taking the S school in Laoshan District of Qingdao as an example,the synchronous classroom teaching practice is verified based on the English subject of the third grade of primary school.The experiment was carried out for two rounds,and the feasibility and effectiveness of the model were verified through the whole process tracking observation,classroom teaching video analysis,teaching reflection and other procedural materials and interview data to verify the feasibility and effectiveness of the model,and the effective implementation strategies formed in the process of practice were refined.The experimental results show that the effect of the second round of experiment is significantly higher than that of the first round.The leaders,teachers and students of the experimental school all agree with this model.The synchronous classroom teaching model constructed in this study has good feasibility and effectiveness.In addition,some effective collaborative mechanisms,collaborative strategies and collaborative tools have also been generated during the research process,such as collaborative work contact sheets,which provide a good starting point for the smooth organization and efficient development of synchronous classroom.