Application Of OMO Model In English Teaching Management

With the development of the network era,the intensification of education information,the traditional offline teaching management is also changing.In 2018,the Ministry of Education issued the “Opinions on Accelerating the Construction of High-level Undergraduate Education and Comprehensively Improving Talent Cultivation Ability”.which “takes student development as the top priority,carries out revolutionary reform of teaching activities,promotes small-class teaching,smart classroom model,flipped classroom construction,and builds a teaching model combining online and offline.”After the outbreak of the novel coronavirus pneumonia in 2020,under the call of the Ministry of Education to "suspend classes without stopping classes",primary and secondary schools across the country were forced to open the online teaching mode,which broke the limitation of time and space and made primary and secondary schools across the country face unprecedented educational changes.After the epidemic,some schools combined the advantages of online teaching management and offline teaching management,and successively tried to carry out the combination of online and offline teaching management mode,hoping to solve the dilemma of school development,promote the improvement of school teaching quality,and train more outstanding talents for the country.This study takes the English teaching management practice of a high school in a county of Shandong Province as an example.Based on the theory of education management,mastering learning theory and education informatization theory,this study uses text analysis,questionnaire survey and interview methods to compare and analyze the advantages and disadvantages of offline teaching management and online teaching management in the county,and sort out the typical difficulties and development status of middle school development in a county.Drawing on the practical experience of online and offline integration in existing schools,this paper hopes to explore the online and offline integration mode in the county and put forward feasible teaching management strategies.This research focuses on online teaching management.Although online teaching management has many advantages,there are still many problems: First,at the teacher level,there are teaching concepts,information technology literacy,homework and evaluation design ability,online course construction and management ability,etc.Secondly,at the student level,there is the impact of independent learning ability,learning resource retrieval and processing ability.Finally,this study draws on the typical experience of online and offline integration in Zhengzhou No.2 Middle School and other pioneering schools,combined with the current situation of offline teaching management and online teaching management in a county in Shandong Province,and puts forward targeted management strategies for online and offline integration: From the teacher level,it is necessary to strengthen the training and practice of teachers’ online and offline integration mode;First,schools should attach importance to supporting online and offline integrated teaching and strengthen discipline teaching training guidance.Second,teachers should change their self-teaching concept and adapt to the new role positioning.Third,improve the county teachers online course construction and management ability,enrich online course resources.Fourth,improve the teaching design ability of teachers in the county in the mode of online and offline integration,and promote the connection of online and offline teaching activities.From the level of students,it is necessary to improve the management and guidance ability of teachers in the county;First,pay attention to online and offline interactive management,and create a variety of scenarios for students to learn.Second,formulate evaluation standards scientifically and strengthen students’ online learning supervision.Third,strengthen the cultivation of students’ awareness of online and offline learning and establish the concept of lifelong learning.Fourth,guide students to reasonably develop online and offline integrated learning plans and learn to study independently.Fifth,strengthen the guidance of students’ learning resource retrieval and processing ability,and enrich the learning content.