A Case Study Of Primary School Mathematics Teachers Implementing The "double-teacher Classroom" Teaching Mode

The Mathematics Curriculum Standard for Compulsory Education(2022 edition)points out in the curriculum concept: "Promote the integration of information technology and mathematics curriculum." In the teaching suggestions for the implementation of the curriculum,it is emphasized that "we should pay attention to the integration of information technology and mathematics teaching,attach importance to the promoting role of big data and artificial intelligence in mathematics teaching reform,improve teaching methods and promote the transformation of students’ learning methods." In July 2021,the General Offices of the Communist Party of China Central Committee and The State Council issued Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education,which proposed that "the quality of education and teaching should be greatly improved to ensure that students learn well in school." The report on the Party’s 20th National Congress in 2022 called for "promoting the digitization of education and building a learning-oriented society and a learning-oriented country with lifelong learning for all." Therefore,based on the concept of new curriculum standards and the requirements of promoting education digitization,it is very important and necessary to further explore the integration of primary school mathematics and information technology and how to pay attention to the value of information technology in teaching.This study investigated A number of primary schools in Jiaozhou that carried out and implemented "two-teacher classroom" teaching,and took A primary school with remarkable teaching effect as a case study.Based on the research and analysis of the current teaching mode of "two-teacher classroom" in primary school A,it is found that in the aspect of lesson preparation,two-teacher classroom requires first observation and learning,then independent lesson preparation + collective lesson preparation by departments at the same level,and finally integrated improvement before class.In class,the specific implementation process,teaching content and time requirements are very precise;In terms of evaluation,the coordination degree of teachers and students’ response are the main dimensions.Through interviews with teachers and students,it is found that difficulties and challenges exist in the implementation of "dual-teacher classroom",which are mainly manifested as: time spent on lesson preparation,higher requirements on teachers’ information technology ability,insufficient class time,unstable concentration of students in class and long period of teaching effect verification.Based on this,this study selects excellent lesson examples of teacher X and analyzes the whole process of lesson preparation and curriculum implementation by using observation,interview and analysis methods.The lessons are summarized and inspired as follows: teacher’s sense of identity is the premise,giving full play to the role of educational collective,teaching model is a process of continuous attempts,increasing classroom questioning and teacher professional development cannot be stopped.At the same time,unsolved problems are found,which are mainly manifested as repetitive knowledge explanation,over-dependence on resources,different acceptance ability of students and insufficient information technology ability of teachers.On the basis of the whole research process and summary reflection,this study puts forward specific strategies and suggestions for future teaching implementation,including: perfection of pre-class preparation,technical teaching means,flexibility of classroom implementation and design of classroom inquiry.Hope to promote the "dual teacher classroom" teaching better and better development.