Abstract

Sichuan is a multi-ethnic province, due to historical, economic, natural and other reasons, the economic development of ethnic areas is very slow, the overall state of backwardness. Accelerating the development of the minority areas is not only an economic issue, but also a major political issue. And Education is the foundation of a country, the cornerstone of national rejuvenation and social progress. Developing education in ethnic areas is the fundamental way to promote economic development and social progress in there, the key to getting rid of the backwardness and poverty of all minority groups. In order to narrow the educational gap between ethnic regions and developed regions, achieve the development and growth in ethnic regions. There is a new educational technology which uses modern communication technology, and called long-distance live technology, it across time and space and has a particularly important role. “In order to accelerate the development of education in minority areas, in 2001, the Sichuan Provincial Government enacted a plan the Action Plan for the Development of Education in Ethnic Areas of Sichuan Province for the Decade, and regarded the development of long-distance education as one of five key tasks.” (He Shaoyong 5) Kangding Middle School carried out remote live class from 2002 and started a new journey, after 15-year adapting this technology, KangDing Middle School has accumulated a lot of experience, students have got a good grade in college entrance examination and created a number of successes in Ganzi Tibetan Autonomous Prefecture.

     This thesis investigates and studies the present situation of the long-distance live teaching in Kangding Middle School, and uses the methods of interview, observation, questionnaire and comparative. Take English for example, on the basis of contrasting traditional and long-distance live teaching, though the students’ level, distal teacher literacy put forward constructive solutions, so that more teachers and students can use this mode of teaching, promote the popularization of remote live class application. Hopefully, it will promote the balanced allocation of high quality teaching resources and make a great contribution to educational fairness.

Key Words: Long-distance live teaching; Kangding Middle School; English; Chengdu No.7 High School; Promote

Contents

Abstract

摘要

1  Introduction-1

1.1 Research Background-1

1.1.1 Status quo of English teaching in Kangding Senior High School-1

1.1.2 A practical solution--adopting long-distance live teaching-2

1.2 Significance of the research-2

1.3 Structure of the dissertation-3

2  About long-distance live teaching technology-3

2.1 Introduction of long-distance live teaching technology-4

2.2 Features of long-distance live teaching technology-5

2.3 Advantages of long-distance live teaching technology-6

2.4 Disadvantages of long-distance live teaching technology-7

3  Literature Review-8

3.1 Long-distance live teaching technology in foreign countries-9

3.2 Long-distance live teaching technology in China-12

4  Methodology-14

4.1 Purpose-14

4.2 Participants-15

4.3 Instruments-15

4.3.1 Interview-16

4.3.2 Questionnaire-16

4.3.3 Class observation-16

4.3.4 Comparing method-16

5  Findings and Discussions-17

5.1 Differences between distance live class and non- distance live class-18

5.1.1 The grades between two classes’ students-18

5.1.2 The cognitive level between two classes’ students-18

5.2 The effectiveness of long-distance live teaching for students-18

5.2.1 It promotes students’ academic growth-18

5.2.2 It is conducive for students to develop their ability of self-educated-20

5.2.3 It is conducive for students to cultivate thinking and logical ability-20

5.2.4 It is more beneficial for students to develop their understanding level-20

5.2.5 It trains students' ability of reflection and self-evaluation-21

5.3 The effectiveness of long-distance live teaching for teachers-21

5.3.1 Teachers’ professional ability to be improved-21

5.3.2 Teachers’ teaching concept to be improved-22

5.3.3 Teachers’ teaching methods to be changed-22

5.4 Some advice for long-distance live teaching-23

5.4.1 Optimizing teachers, optimizing students-23

5.4.2 Promote interaction between teachers and students-23

5.4.3 Record the teaching video-24

5.4.4 Enhance the role of remote teachers-24

6  Conclusion-25

6.1 Conclusion of the Research-25

6.2 Limitations of the Research-26

Appendix-27

Appendix I Qusetionnaire for students-27

AppendixⅡQuestions for English teachers-29

Bibliography-30

Acknowledgements-32