| In the era of digital intelligence,the teaching and research mode of schools has gradually evolved from school-based teaching and research to "Internet + teaching and research",and the reform of teaching and research mode has a great impact on the teaching and research of rural schools,making the teaching and research system of rural schools revitalize while also facing many challenges.Looking at the current situation of teaching and research in rural and remote areas,most school districts do not have their own unified teaching and research model and teaching and research platform,and most teachers do not have the basic ability of teaching and research.In order to improve the teaching and research level of rural primary school teachers,the university undertook to explore the "321" collaborative mechanism of "trinity" of universities,governments and basic education schools through the "National Training Plan" demonstration project,online + offline "dualline integration" and "one-to-one" of famous teachers,and organized the pairing of famous teachers of Guangxi Famous Teachers Blue Project with project trainees,and successfully built 22 rural backbone teacher workshops.This paper takes the Mathematics Backbone Teachers Workshop of Rural Primary School in L County as the research object,and selects the Y Rural Primary School Mathematics Backbone Teacher Workshop(hereinafter referred to as the Y Teacher Workshop)as the focus of research.This study takes County L as an example and focuses on three questions,namely,what is the current status of the teaching and research mode of the mathematics backbone teachers workshop in rural primary schools in County L? What are the results and problems? How to optimize for existing problems?Firstly,this study uses the survey method to understand the current situation of the teaching and research mode of the mathematics backbone teachers workshop in rural primary schools in L County,draws on the CIPP training evaluation model and the theory of the Kirkoff four-level training evaluation model to divide the dimensions and compile a questionnaire,and analyzes the survey results from four dimensions: the foundation of the teaching and research environment of the backbone teacher workshop,resource allocation,implementation process,and result benefit.Secondly,this study uses the case study method to study the basic situation of the workshop and the current situation of the teaching and research mode of the Y teacher workshop in L county,and summarizes the operation mode and five teaching and research modes of the Y teacher workshop,namely the theme training mode,the "collective lesson preparation" teaching and research mode,the "same class heterogeneous" teaching and research model,the interdisciplinary school-based training teaching and research mode and the "online + offline" mixed teaching and research mode.Thirdly,the current situation of the teaching and research mode of the L county and Y teacher workshops was analyzed.The results achieved have improved the team leadership of key teacher workshop hosts,built a learning community for teacher workshops,formed five teaching and research models,and promoted the professional development of rural teachers.The existing problems include the lack of awareness of active participation of workshop members and insufficient practice of returning to school;Insufficient teaching and research guidance,lack of professional guidance,insufficient evaluation and incentive mechanism,and poor results in formalized teaching and research activities and mixed online and offline teaching and research.Finally,based on the above research,this paper explores how to optimize the teaching and research mode of the workshop of rural primary school mathematics backbone teachers,and puts forward the following optimization strategies: first,strengthen the research subject status of workshop members and enhance their scientific research awareness to change their teaching and research concepts and enhance their awareness of active participation;The second is to enhance the ability of workshop moderators and play the role of workshop learning community to strengthen backbone guidance and promote teaching practice;The third is to enhance the support force of workshop teaching and research and strengthen the guiding role of teaching and research staff to promote teaching and research assistance and strengthen the professional leading role;The fourth is to improve the workshop assessment mechanism and improve the workshop incentive mechanism to improve the effectiveness of workshop teaching and research;The fifth is to clarify the development goals of the workshop,reasonably transform external motivation into internal motivation,and promote in-depth teaching and research of the workshop;The sixth is to face up to the contradiction between engineering and learning,optimize the teaching and research mode of the workshop,and strengthen the effect of dual-line teaching and research. |
