The Practical Path of Urban and Rural Teaching Ecosystem Reconstruction under the Orientation of Core Literacy: Research on the Collaborative Mechanism of Problem-Driven, Efffcient Innovation and Integration, and Happy Classrooms

Abstract

Under the educational background oriented towards core competencies, the reconstruction of the urban-rural integrated teaching ecosystem has significant practical significance. This article focuses on three key dimensions: problem-driven, efficient innovation and integration, and happy classrooms. It elaborates on the “1568” teaching model of problem-driven classrooms, which includes one concept, ff ve principles, six links, and eight strategies. It introduces the four-dimensional integrated collaborative mechanism created by efficient Sunac, covering the integrated collaboration of courses, resources, evaluation and teaching research. The educational ecosystem of the three-sense symbiosis created by the happy classroom was explored. Through in-depth research and practice in these aspects, the aim is to build a more complete, efficient and happy urban-rural integrated teaching ecosystem.