The Design And Application Of Task-driven Instruction In Urban And Rural Synchronous Classrooms

Balanced development of education is one of the important tasks in the development of education after China has entered a new historical period.Since 2019,Zhejiang Province has launched the "Internet + Compulsory Education" project to explore the path of using the Internet as the representative of the new information technology infrastructure to promote the balanced allocation of educational resources and achieve quality and balanced development of education.Urban-rural synchronous classroom is one of the main forms of "Internet+compulsory education" implementation,which refers to the real-time two-way interconnection of urban and rural offline classrooms of the same grade,the same subject and the same teaching schedule through Internet technology,thus enabling students in rural schools as the recipient schools to share the same quality digital educational resources and teacher resources as students in urban schools as the supporting schools.This enables students in the recipient schools to share the same high-quality digital educational resources and teachers’ resources as those in the supporting schools,thus achieving a balanced allocation of high-quality educational resources in the region,promoting balanced development of basic education,and implementing "zero time difference" and integrated development of urban and rural education.As the teaching practice of urban-rural synchronous classroom progresses,some problems are gradually exposed.For example,the communication and interaction between teachers and students of supporting schools and recipient schools based on screen images are not equivalent to face-to-face physical communication,which cannot create a sufficient sense of presence and affect the effect of education dissemination;the teaching design and implementation of urbanrural synchronous classrooms are often dominated by the supporting schools as the exporters of high-quality resources,which easily leads to the marginalization of teachers and students of recipient schools,resulting in a decrease of students’ motivation and participation in the classroom,and ultimately affects the effectiveness of teaching.At the same time,many teachers only copy the traditional lecture mode to online in teaching design and implementation,and fail to combine the characteristics of urban-rural synchronous classroom as a special education context with targeted design in teaching planning,and fail to design effective learning activities to carry out dual-teacher collaboration in teaching implementation,taking into account the large size and diverse levels of students in synchronous classrooms.It is also difficult to meet students’ individual learning needs and is not conducive to developing students’ independent learning ability and solidarity and collaboration.As a teaching method inspired by constructivist learning theory,task driven teaching method,with the help of task situations carefully designed by teachers and closely related to teaching objectives and learning contents,students,with the guidance and help of teachers,use various learning resources,carry out or explore independently or in groups,and complete the knowledge and meaning construction of learning contents in the process of completing tasks.It has been found that properly designed task driven teaching can effectively stimulate students’ interest in learning,guide students to deeply invest,systematically and comprehensively construct knowledge networks,and promote the development of students’ critical thinking,problem-solving ability and other high-level cognitive abilities.Based on the above considerations,this study attempts to introduce the task driven teaching model into the urbanrural synchronous classroom environment in order to solve the relevant problems in the current urban-rural synchronous classroom.Firstly,the research combs the current situation of task driven teaching,urban and rural synchronous classroom exploration,research and practical application at home and abroad,combines the relevant constructivism,learning motivation and other learning theoretical basis,and according to Bloom’s knowledge goal classification theory,constructs three task driven teaching models: knowledge-based,skill-based and creative.Taking the hidden dangers and prevention of information security as an example,Taking the urban-rural education community constructed by two urban-rural schools in H city and T city of Z Province as an example,the teaching experiment was carried out.It was found that the students’ academic performance was significantly improved in both the supporting and the recipient schools by using the task-driven teaching mode in the urbanrural synchronous classroom,compared with the control group that used the conventional lecture teaching mode.At the same time,independent sample t-tests were conducted on the post-test scores of the supported and recipient classes in the experimental group,and no significant differences were found,indicating that task-driven teaching was effective in both the supported and recipient schools,and the differences between the two schools were significantly reduced.Combined with the questionnaire survey of this study,it was also found that the implementation of task-driven instruction improved students’ learning motivation and enhanced their teamwork and communication skills with the help of strategies such as group work in task-driven instruction.