Study on the Construction of a Psycho-Behavioural Model of Rural Teachers' Processing of Knowledge in Classroom Scenarios

Xiongyan Chong

doi:10.54691/bcpep.v5i.1880

Authors

Xiongyan Chong

DOI:

https://doi.org/10.54691/bcpep.v5i.1880

Keywords:

classroom scenarios; rural teachers; mental behaviour towards knowledge processing; model construction; content analysis approach.

Abstract

In the context of education in the new era, high demands are placed on the professional development of rural teachers. Therefore, this paper uses the content analysis method and strictly follows the steps of its analysis, coding 200 qualitative documents on the relevant topics with the help of NVivo11 software, obtaining 474 free nodes and continuously grouping the free nodes into categories, finally forming 72 tertiary codes, 23 secondary codes and 4 primary codes, and then selecting the secondary codes and primary codes and combining them with the actual classroom teaching in rural areas on The model of the mental behaviour of rural teachers' knowledge processing in classroom scenarios was constructed to help rural teachers improve their ability to teach in the classroom, enhance the acquisition of practical knowledge and promote self-professional development.

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