Research On Teaching Reform And Development Of Rural Schools In Guangxi Based On "Double Teacher Teaching"

Educational equity is the basis of social equity,and the realization of educational resource equity is an important prerequisite for the development of rural education,and it is also the goal that China’s educational reform and development should unswervingly pursue.In the field of education,with the proposal of "Internet +" action,the role and influence of informatization on the balanced development of compulsory education are increasing day by day,which has attracted great attention from the state and government departments.At present,the use of information technology and classroom combined means to promote the equitable development of education has become the main way of school teaching reform and development."Double-teacher teaching" is an effective way of rural school teaching reform to transform the traditional teaching mode,to realize the delivery of high-quality resources to poor areas and to promote educational fairness.This research by literature research,questionnaire,interview method,observation method and other methods,three pilot schools in Guangxi,for example,analysis of the "double division" teaching mode of the status quo of rural schools teaching reform to explore rural schools in the implementation of the "double division" teaching mode under the how to effectively promote school reform and development of rural school promotion strategy of teaching reform are put forward.This study is divided into four parts.The first part is the introduction.Firstly the thesis research background,research purpose and significance,research methods and ideas,second to the teaching reform,"double division" teaching mode and the education informationization of the meaning of the teaching reform of carding and analysis on the related literature at home and abroad,and the thesis involves defining the related concepts,introduces relevant theoretical basis.The second part enters the investigation and design stage.This survey conducted field research in three pilot schools.Questionnaire survey and interview were mainly used to conduct a questionnaire survey among the teachers and students who participated in the "double-teacher teaching" in the pilot schools,and interview the experimental teachers.The main purpose of the questionnaire is to understand the teacher and the student’s perception of "double teaching project","double division teaching" the specific project,as well as for schools,teachers and students before and after the project or the impact of change,clear in carrying out "double teaching" during the difficult and the existing shortcomings,at the same time hope to get some Suggestions and opinions put forward by the teachers and students.The main purpose of the teacher interview outline is to have a further understanding of the detailed development of the "double-teacher teaching" project in the pilot school,and to ask a supplementary question about the part that cannot be mentioned in the questionnaire.The third part analyzes the current situation of rural school teaching reform under the "double teacher teaching".To observe the actual implementation of the "double-teacher teaching" mode in pilot schools and make an in-depth analysis of the results of the investigation,and to clarify the performance,effectiveness and shortcomings of the teaching reform in rural schools under the "double-teacher teaching" mode.Under the development of "double-teacher teaching",the teaching reform of pilot schools is mainly manifested in the transformation of teaching ideas,the enrichment of teaching contents,the innovation of teaching methods,the formation of teaching evaluation,and the construction of teaching environment."Dual-teacher teaching" is conducive to promoting students’ learning development,strengthening the construction of teachers,promoting the diversity of curriculum resources and innovating the teaching reform paradigm.In the teaching reform of rural schools under the "double-teacher teaching",we find some shortcomings: the consciousness of teaching reform is not strong,and over-reliance on recorded teaching;The information technology level is low,the curriculum integration ability is insufficient;The classroom temporary situation is frequent,the classroom management efficiency is not high;The teaching resources are weak and the teaching platform needs to be improved.The fourth part,on the basis of the survey data and analysis conclusions,puts forward some suggestions on the further development of rural school teaching reform under the "double-teacher teaching".First,the premise of teaching reform is to reshape the system of reform ideas.Schools should pay more attention to the concept of teaching reform and promote teachers’ recognition of teaching reform.Second,in terms of building the supporting conditions for the reform,schools should strengthen the construction of information teaching environment,the information technology level of classified training of experimental teachers,and the promoters should improve the management of "double-teacher teaching" platform.Third,the implementation and development of "double-teacher teaching" needs to set up a complete system,the school needs to reform the education management system,create an effective teaching research group,and form a multi-party cooperative innovation mechanism.Fourthly,it is necessary to pay attention to the adaptation of teachers and students in the process of teaching reform,and provide a good working environment for teachers to help students adapt to the reform.