| In the middle of December 2019,a novel Coronavirus(2019-NCOV)case with fever,fatigue,dry cough and dyspnea as the main symptoms appeared in Wuhan,Hubei province.Since the school term was postponed in the spring of 2020,various schools in China have carried out online teaching practice one after another.Online learning has put forward high requirements on high school students' independent knowledge seeking ability,teachers' online teaching ability,teaching software function and proficiency,and even network stability.COVID-19 outbreak,Xinjiang region also is so,prevention and control work around school according to the Ministry of Education,the provincial department of education requirements,delay the school,in school "cloud" mode,the comprehensive use of the internet and information technology education resources to carry out online teaching management,the new semester guarantees 5004 schools,4.3679 million students of Xinjiang "closed is not suspended,closed teaching".Xinjiang teachers and students,in this unexpected "accident",experienced two sudden attack of the classroom in the air,for teachers and students,are unprecedented major test.Based on the development of online classroom in Xinjiang under the background of COVID-19,taking Urumqi No.23 Middle School as an example,this paper studied and discussed the effects of online chemistry teaching in High schools in Xinjiang from six aspects.The introduction part of the first chapter focuses on the background of the topic selection,briefly presents the current situation of offline teaching research in the context of epidemic disease,and summarizes the relevant theories of online education and teaching strategies.The second chapter introduces the current situation of online teaching at home and abroad.The third part describes during COVID-19 outbreak,Urumqi middle school(school)23 online teaching about high school chemistry wasexplored.The author surveyed 209 staff and 1328 students in Urumqi No.23 Middle School on their adaptability,satisfaction and acceptance of online education during the COVID-19 pandemic,as well as their views and suggestions on the future development of online education.The true feelings of different teachers and students on online teaching from different perspectives and aspects were analyzed.For the authenticity and validity of the data in this paper and the feelings of teachers and students,the author conducted an in-depth investigation by means of questionnaire star,Intellectual learning Network,face-to-face communication,telephone return visit and other methods.The fourth part is the conclusion of online chemistry teaching in senior high school during co VID-19.The results show that students' acceptance and satisfaction of online teaching during the second pandemic is higher than that of online teaching during the first pandemic,and up to 41.6% of students hold a favorable attitude towards online teaching.Teachers' acceptance and satisfaction of online teaching during the second pandemic was also higher than that of online teaching during the first pandemic,and the number of teachers who were in favor of online teaching increased by 13.34% compared with the first pandemic.A small number of students are looking forward to the future development of online teaching.Most of them prefer face-to-face teaching.They can not only interact with teachers,but also interact with students,so that they can not only learn knowledge,but also enhance the friendship between classmates.Many students suggest that online courses and offline courses can be organically combined to diversify the education mode,so that students will have a variety of different ways to choose.Young teachers are looking forward to the development of online teaching,and many older teachers prefer classroom teaching.Young teachers believe that in terms of personal development,they can go to the famous teachers' lectures without limitation of space,time and region,so that their professional skills can grow rapidly and they can be more competent for the three-foot platform.The fifth part is about the problems,suggestions and countermeasures of online teaching.For Xinjiang,there are obvious differences between urban and rural areas in online teaching.The satisfaction of urban and rural high school students in our school is quite different from each other in terms of online teaching,as well as whether the online teaching content will be connected when classes resume after the pandemic.High school students' overall independentlearning ability is not strong,56.9% of students have poor learning initiative,45.1% of students have low online teaching efficiency,and 63.7% of students have poor attention.For teachers,the online teaching ability needs to be improved.The proficiency of using the teaching platform needs to be improved and strengthened.86.4% of the teachers think that classroom supervision is difficult,which not only causes problems such as heavy workload of teachers,but also needs to be improved in class efficiency.Regulatory difficulties,above all,the class teacher workload increases,the interaction between teachers and students is not convenient,delay,dry eyes sad time on mobile phones or computers,students' inattention,easy to disperse,answering questions after class feedback is not timely,the class can't guarantee efficiency,network congestion,problems such as instability need us to practice,explore,improve and solve.Chapter six is the summary and prospect of the whole paper.In the Internet era,educators,especially young teachers,should seize the development opportunities in time and promote the development of teaching with the help of network advantages.We should reflect on the existing problems of online teaching,so as to explore the methods and measures to improve the quality of online teaching.We look forward to the new development pattern of online education in the post-epidemic era to better promote the new direction of online education.Through questionnaire survey,online teaching practice,student achievement statistics and data analysis,the results show that the online teaching method in this study is relatively reasonable and basically achieves the expected effect of online teaching.Although there are many problems related to students,teachers,network,region,teaching resources and so on,through online teaching,teachers gradually accept and adapt to the student-centered online teaching mode,which is also helpful for the improvement of teachers' personal qualities.In addition,the research proposes the design of online teaching programs and common problems in online teaching,hoping to provide reference and guidance for the future online teaching. |
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