Research On The Application And Practice Of "Dual-Teacher Classroom" Model In Elementary School Music Teaching

Nowadays,the "Dual-Teacher Classroom" mode based on modern information technology has entered the wave of promoting the high-quality and balanced development of compulsory education in rural areas and supporting the revitalization of rural education.The "Dual-Teacher Classroom" fully utilizes the thinking,mode,and technology of "Internet+" to systematically reconstruct education,to some extent alleviating the problem of uneven distribution of primary school music education within and outside the region,and further promoting the development of music education in rural schools.This study uses literature analysis,questionnaire survey,and interview recording methods to apply the "Double-teacher Classroom" model to primary school music teaching.It proposes a new teaching model based on the integration of high-quality urban primary school music education and rural school music education,aiming to improve the teaching quality and teacher level of rural schools,narrow the education gap between urban and rural areas,and provide a realistic teaching paradigm for promoting sustainable development of urban and rural education.The results of the research data show that through the application of the "Dual-Teacher Classroom" mode,more than 50% of the students in the assisted schools have greatly improved their interest,atmosphere,interaction and other aspects,and the learning effect score has increased to more than 80 points,and the learning status and enthusiasm of the students in the main classroom have been fully mobilized.With the common problems of insufficient music facilities and basic music knowledge among students,serious shortage of teachers and low teaching quality in Western rural schools,it is proposed to implement the "Double-teacher Classroom" music teaching mode in rural schools through cooperation with high-quality schools.In the preparation stage of the "Double-Teacher Classroom" music teaching model,the online main teacher fully understands the teaching environment and conducts a student analysis.Then,together with the assistant teacher,they determine the teaching tasks and appropriate teaching content for both classrooms.During the cooperative stage of the class,the online main teacher delivers the lesson by organizing teaching,transmitting resources,and asking questions,while teaching both the students in the main school and those in the assisted school.The offline assistant teacher in the assisted school provides assistance.In the post-class communication stage,the online main teacher and offline assistant teacher evaluate the students.The main teacher optimizes and improves the course based on feedback from the offline assistant teacher and students.By implementing the "Dual-teacher Classroom" model in music classes,this study found that at the student level,students’ interest in music learning improved,and their basic knowledge and literacy in music were further enhanced.At the school level,the model helped improve the teaching and research abilities of the main teaching schools,enhancing their role in ensuring balanced regional and inter-school teaching quality.Furthermore,it also helped alleviate the pressure on lacking of music teachers in schools that receive assistance.At the teacher level,the model promoted innovative teaching and educational reform,and enhanced the teaching and research abilities of teachers.The implementation of the "Dual-teacher Classroom" mode in music classes has achieved good results,but there are still some practical difficulties,such as the lack of teaching resources and limited guidance by the online main teacher;insufficient participation and lack of teaching subjectivity by the offline assistant teacher;increased organizational and management pressure for the high-quality main teaching school,and heavy practical tasks;and over-dependence on the "Dual-teacher Classroom" cooperation by the aided schools,and a lack of awareness of teaching reform.In order to further promote the application of "Double-teacher Classroom" in music teaching,we should strengthen school-based research to share the pressure of main teaching teachers;rely on negotiated decision-making to ensure the subjectivity of offline teachers;leverage government efficiency to balance various interests;tap the potential of assisted schools and teachers to build a new "Double-teacher Classroom" relationship of dependence.