Research on Online Supporting Education Based on the Model of Urban and Rural Interactive Classrooms

Abstract

Under the influence of COVID-19, the adaptability and effectiveness of online education have become one of the hot issues concerned by today's society. “Internet plus” also provides an opportunity for China's philanthropy to integrate resources. This study selects 18 rural hope primary schools as the research objects to conduct questionnaire surveys and individual interviews around the online supporting education cases based on the urban-rural interactive classroom model. Compared with traditional supporting education, online supporting education in urban and rural interactive classrooms can simulate the real classroom environment and is especially suitable for teaching rural primary school students with weak self-learning ability. However, the actual online teaching effect is far lower than expected, mainly due to the following problems. For example, the course cannot be carried out normally because the teachers at rural hope primary schools are not familiar with the operation of the equipment. The teaching volunteer team is not professional and stable enough. The teaching effect cannot be tested in time. We suggest improving the training mechanism for teachers at rural hope primary schools, promoting the incentive mechanism of volunteers and seeking help from a third-party teaching assessment agency.