Abstract
“Double teacher” classroom teaching refers to a classroom form in which university teacher educators and primary and secondary school teachers share each other’s complementary theoretical and practical knowledge, jointly develop curriculum content, provide multi-participation experience opportunities for pre-service teachers through online and offline joint teaching or cooperative teaching in a classroom physical space, and promote pre-service teachers in-depth learning and teaching practice competence. We propose to make full use of information technology to build a dual-channel for interconnection between primary and secondary school and university, take “teacher educator, pre-service teacher, primary and secondary school teacher” as the three-interaction subjects, and carry out classroom teaching according to the sequence and steps of “research-oriented teaching before class, experiential teaching in class and expanding teaching after class”, thus forming a “double teacher” classroom teaching model based on smart environment. The model is applied to the teaching practice and the effect is tested. The survey results show that the experimental class has a high investment in deep learning, and pedagogical content knowledge and competence as well as innovative thinking competence are significantly better than those of the control class.
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Liu, Z., Du, X., Wen, Y. (2022). The Construction and Application of the “Double Teacher” Classroom Teaching Model Based on Smart Environment. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_26
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