Editor's note: This article is a review of the implementation of the National Social Science Fund's pedagogy "National General Topics" "Teaching Application Models and Case Studies in Modern Distance Education in Rural Primary and Secondary Schools".
1. Research background
In September 2003, the State Council proposed in the "Decision on Further Strengthening Rural Education": "Implement the modern distance education project for rural primary and secondary schools, promote the sharing of high-quality educational resources between urban and rural areas, and improve the quality and efficiency of rural education." Around time, the rural junior high schools will basically have computer classrooms, the rural primary schools will basically have satellite teaching viewing points, and the rural primary schools will have teaching CD playback equipment and complete sets of teaching CDs. " Under the unified arrangement and deployment of the State Council, from 2003 to 2007, China's rural areas have implemented a significant and far-reaching modern distance education project for primary and secondary schools. At present, the modern distance education project for rural primary and middle schools in the 2003-2007 stage has been completed, and the effects of this project have been initially shown.
The modern distance education project for rural primary and middle schools is the largest informatization popularization project in China, and it is a great project of strategic significance related to the future development of the country. The implementation of the modern distance education project in rural primary and secondary schools is the need to build a new socialist countryside and a harmonious socialist society. It is a moral and political project that benefits contemporary generations and benefits for all ages. Important measures to promote leapfrog development of rural education, balanced development of urban and rural education and modernization of basic education. The implementation of the modern distance education project in rural primary and secondary schools has enabled high-quality educational resources to be continuously delivered to rural schools in three ways, profoundly changing the way rural school materials are presented, students ’learning methods and teachers’ teaching methods. The quality of education and teaching in rural schools has been significantly improved.
With the popularization and in-depth development of modern distance education in rural primary and secondary schools, a series of major issues such as the sustainable development of Nongyuan Project, the effectiveness of the implementation of Nongyuan Project, and the construction of the support service system of Nongyuan Project have been placed on us before. We believe that the key to whether Nongyuan Project can achieve actual results or achieve the expected results lies in the application of teaching and the effects of application. Therefore, "Teaching Application Mode and Case Study in Modern Distance Education Environment in Rural Primary and Secondary Schools" is a major subject that urgently needs great efforts to carry out research.
Regarding "Teaching Application Modes and Case Studies in the Modern Distance Education Environment of Rural Primary and Secondary Schools", we have consulted a large number of domestic and foreign materials. There are many domestic scholars or related researches that may have an impact on the research of this topic. Among the more influential researches are: Professor He Kekang of Beijing Normal University and his team during the "Tenth Five-Year Plan" "Experimental Research" and the "Research on Improving the Quality of Primary Education in Rural Areas Relying on Rural Modern Distance Education Projects". These two studies are coherent. The latter project is mainly based on the “Tenth Five-Year Plan†research, relying on the established transmission system of the modern distance education project in rural primary and secondary schools, to promote or continue to verify their research results of the “Tenth Five-Year Plan†. During the "Tenth Five-Year Plan" period, there are still some researches on the application models and methods of rural distance education, such as: three teaching models proposed by Professor Wang Jixin of Central China Normal University, and four disc teaching resources proposed by Professor Wang Lu of Capital Normal University The 9 teaching methods proposed by Professor Zhang Xiaolan of Northwest Normal University have played a good role in promoting the application and research of the teaching model. During the "Eleventh Five-Year Plan" period, various localities have successively organized research in this area, such as: Hebei Langfang Education Bureau, Inner Mongolia Ordos Audio-visual Museum, Chongqing Municipal Audio-visual Museum, Guangxi and Gansu Audio-visual Museum, etc. Under the teaching mode and methods and other aspects of research. We believe that the results of these studies or research have played a positive role in promoting the application of modern distance education in rural primary and secondary schools and improving the effectiveness of application, and also have important reference value for the research of this topic. During the "Tenth Five-Year Plan" period, according to the requirements of the leaders of the Ministry of Education, we also organized the "Research on Teaching Modes in Modern Distance Education in Rural Primary and Secondary Schools", and submitted a preliminary research report to the Ministry of Education in September 2006. The report puts forward ten teaching application models about rural distance education and the possible problems in the application of these teaching models.
Looking at the research on the application of modern distance education in rural primary and secondary schools and related application models, we believe that there are still many problems that need to be studied to promote the application of modern distance education projects in rural primary and secondary schools:
1. The "three models" based on hardware equipment established by the modern distance education project in rural primary and secondary schools, due to the lack of effective and reasonable application models and operating mechanisms, the actual teaching applications are difficult to enter the normal state, and the teaching applications lack management and supervision And evaluation mechanisms.
2. The modern distance education project for rural primary and secondary schools has built a satellite resource transmission platform and CD-ROM teaching resources, which has helped the rural primary and secondary schools solve the problem of "what to teach" to a certain extent, but due to the lack of an effective teaching mechanism, There is no good way to help them solve the "how to teach" problem.
3. The satellite resource transmission mode of the modern distance education project in rural primary and secondary schools solves the problem of remote resource transmission. However, after the teaching content arrives at the school, due to the lack of classroom terminal systems, high-quality resources cannot enter the real classroom teaching. The problem is not solved at all.
4. The versions of textbooks are diversified, and the resources are not matched. Even the matching resources may become unmatched resources or unmatched resources and textbooks through the unified distribution link. The phenomenon that the teaching resources are not in a system, and the teaching resources are not easy to use or are not compatible with the teaching materials and cannot be used, has seriously hindered the project benefits.
5. Pay attention to hardware construction, resource distribution or broadcasting, simple technical training, and improve the application level of teachers. There are not many trainings on instructional design, models, and methods. There is a lack of localized and professional teaching services and sustainable development. Operating mechanism.
6. Although we have done "Research on the Teaching Mode of Modern Distance Education in Rural Primary and Secondary Schools", it is only preliminary, lacking the verification of experiments and improvement of theoretical level, and the lack of systematic formation under the guidance of modern teaching theories and methods. , Teaching application models and cases that can be promoted. All these problems need to be solved in the subsequent research and practice of this subject. Therefore, it is of great practical significance and practical application value to carry out research on this subject under the new situation
2. Research objectives
The overall goal of this topic research: on the basis of the existing research results in the past, under the guidance of modern education ideas and theories, through the participation of the research school practice, systematically summarize and extract the Teaching application model and related application cases ", effectively improve the professional development level of rural primary and secondary school teachers and the quality of students' learning.
The specific objectives of the research of this topic: Through the research of this topic, a systematic application model and case of teaching based on optical disc resources in the modern distance education environment of rural primary and middle schools are formed systematically. Teaching application mode and case (goal 2), teaching application mode and case based on computer classroom environment in the modern distance education environment of rural primary and secondary schools (goal 3). The focus of specific goals is goal one and goal two.
3. Research content
According to the research objectives of the subject and the actual needs of the research work, specific research is carried out from the following aspects:
1. Research on the status quo and effect of teaching application in the modern distance education environment in rural primary and secondary schools;
2. Research on the construction and application of resources under the modern distance education environment in rural primary and secondary schools and the secondary development of localized resources;
3. The teaching application mode and case study of the disc resources in the rural primary and secondary schools in the modern distance education environment in various disciplines of the primary school;
4. The teaching application model and case studies of satellite transmission resources in various distance education in middle schools and primary schools under the modern distance education environment in rural middle and primary schools;
5. The teaching application mode and case studies of the application environment of computer classrooms in the modern distance education environment of rural primary and secondary schools in various subjects in middle schools and primary schools;
7. Research on bilingual teaching models and application cases in ethnic areas under the modern distance education environment in rural primary and secondary schools;
8. Research on the application of teaching and professional development of teachers in the modern distance education environment of rural primary and secondary schools;
9. "Research on Teaching Application of Power Line Networking Technology and Networked Multimedia Mobile Terminal" in the Modern Distance Education Environment of Rural Primary and Secondary Schools.
4. Research methods
The research of this subject is mainly action research, supplemented by case analysis method, experience summary method, questionnaire survey method, literature method and interview method. In the research process, through the practice research method, research, reflection, and adjustment of the action research method, the research goal is constantly approached, so as to complete the research task and achieve the project's expected goal.
This project is planned to be in Chongqing, Hubei, Guizhou, Shaanxi, Gansu, Henan, and Tibet provinces (urban areas). Each province (urban area) generally chooses 2-3 experimental areas, combining the actual and characteristics of each place, the research content Decompose into various experimental areas; each relevant experimental area selects the experimental school of the subject in combination with its own actual situation, and conducts research activities on the subject. Through the research and practice of various regions, the system has verified and summarized the teaching application mode in the modern distance education environment of rural primary and middle schools with popularization value, and formed an excellent teaching application case matching the teaching application mode.
In the research process of the subject, each sub-topic and special topic can use the corresponding research methods and constantly adjust the research strategy of the topic based on the actual situation and progress of the topic.
V. Research plan
The research process of this topic is divided into three phases, including the preparation stage of the topic, the research phase of the topic and the summary phase of the conclusion of the topic. It is planned to be completed in about 3 years. The research projects listed below are mainly the research plans of the general research group. Each relevant special project or sub-project can be formulated by reference when conducting research on the project.
1. Preparatory stage for opening the question (October-December 2007)
(1) Project application and project establishment;
(2) Set up a research group and formulate a research plan for the research project;
(3) Formulate the project implementation plan and the research topic selection guide;
(4) Determine the provinces, cities, regions and schools participating in the research;
(5) Organize and guide each participating region and research school to determine research topics, formulate special projects and sub-project implementation plans.
2. Research phase of the project (December 2007-December 2009)
(1) Organize key training for participating research schools in various places, and guide research work in various places;
(2) Organize the exchange and discussion activities of subject research and regular inspection and guidance activities;
(3) Organize the selection of teaching application cases and the selection of outstanding achievements.
3. Conclusion conclusion stage (December 2009-June 2010)
(1) Organize the conclusion of each sub-topic and special topic;
(2) Summarize the formation of teaching application models and cases under the modern distance education environment in rural primary and secondary schools;
(3) Sort out and publish the excellent research results formed during the research of the subject, including the collection of papers, research reports, application cases, etc .;
(4) Summarize the research results that form the general subject, and accept the examination and acceptance of the National Education Science Planning Office.
6. Expected research results
1. Report on Teaching Application Modes and Case Studies in Modern Distance Education Environment in Rural Primary and Secondary Schools;
2. Report on "Analysis and Research on the Application Status and Effects of Modern Distance Education in Rural Primary and Secondary Schools";
3. Collection of research papers on teaching application under the modern distance education environment in rural primary and middle schools;
4. Collection of excellent teaching cases under the modern distance education environment in rural primary and secondary schools;
5. Reports or collections of "Bilingual Teaching Models and Case Studies in Ethnic Areas under Modern Distance Education in Rural Primary and Secondary Schools";
6. Collection of application cases of bilingual teaching models in ethnic areas under the modern distance education environment in rural primary and secondary schools.
7. Guidance series of "Teaching Application Mode in Modern Distance Education Environment in Rural Primary and Secondary Schools".
7. Organization Management
In order to ensure the smooth progress of the research work of the subject, a three-level project organization structure of the general research group-special research group-sub-project group is established, and the research work is independently carried out.
1. General Research Group
Advisor: Wang Xiaowu
Expert guidance group: He Kekang Jiang Ming and Wang Jiqing
Leader of the General Research Group: Chen Qinggui, Director of the Research Department of the Central Audio-visual Education Museum
Members of the general research group:
Wang Jixin Professor, Huazhong Normal University
Professor Wang Lu Capital Normal University
Professor Liu Xiaozhong Northeast Normal University
Yu Shengquan, professor and doctoral supervisor of Beijing Normal University
Huang Tianyuan, Deputy Director, Research Department, Central Audio-visual Education Museum
Huang Xuguang, Director of Resource Service Center, Central Audio-visual Education Museum
Zeng Xiangyi, Executive Deputy Editor-in-Chief of "China's Audio-visual Education"
Fang Zhengping, Curator of Hubei Audio-visual Education Museum
Yang Xiaojian Director of Gansu Audio-visual Education Center
Li Jianjun Director of Shaanxi Audio-visual Education Museum
Xu Xiaozhou Director of Guizhou Provincial Electrification Education Museum
Zeng Weimo, Curator of Chongqing Electrification Education Museum
Zhao Tongfan, Deputy Director of Henan Provincial Education Center
Guo Yuanbo, Deputy Director of Tibet Audio-visual Education Museum
Li Xin, China Audio-visual Education Journal
Xing Xishen Research Department, Central Audio-visual Education Museum
Hong Wenqiu Research Department, Central Audio-visual Education Museum
2. Special research groups Each province (urban area) participating in the research of the research has set up a special research group. Some important research contents involving cross-regions also have special research groups.
The special research group selects and determines the sub-project schools according to the actual situation in the region, formulates the implementation plan of the special project, independently conducts the special research under the guidance of the general research group, forms the research results, accepts the inspection and guidance acceptance.
3. Sub-group
The sub-project team is composed of schools participating in the research of the project. Each sub-project group selects and establishes the sub-project according to the needs of the higher-level project and the actual situation. Under the guidance of the general research group and relevant special research groups, each sub-project independently carries out research work on the research and accepts the management and guidance of the general research group and relevant special research groups.
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