In September this year, our school built a synchronous classroom connecting Xigaotun Primary School, Xu Ying Primary School and Lumen Primary School. From the beautiful express class to the real-time interactive synchronous class, besides the excitement in the class, what else can make students get better learning results? Three modes of synchronous classroom: preview, study and research. Joint preparation before class, joint teaching during class and joint teaching and research after class. The concrete implementation of the connotation requirements of "three communities" model is of great help to improve the effect and success rate of remote synchronous interactive classroom.

First, actively participate in raising awareness. According to the guiding spirit of the county education bureau on developing synchronous classroom teaching, we actively participate in and devote ourselves to the teaching and research activities of synchronous classroom teaching. We realize the importance of synchronizing online teaching and research work in class. We prepare lesson plans, courseware and teaching AIDS in advance before class, actively coordinate communication with brother schools, and turn on the equipment for debugging 10 minutes before class to ensure that all schools can actively and effectively participate in the classroom. In classroom teaching, fully mobilize students' enthusiasm, let students actively participate in the classroom, give full play to the maximum efficiency of classroom teaching, and improve classroom efficiency. While teaching students in this class well, we can also take care of students from other schools effectively, let them actively participate in the classroom, do a good job in each class, and strive to present a truly efficient classroom in each class.

At present, the most prominent problem is that the network situation of the brother school is not particularly smooth, and the voice of the questioned students in the opposite school can not be heard clearly, and there has been an echo. We also actively communicate with technicians to further improve fluency. Next, our task is to understand the students in other schools, master the course content and prepare for the follow-up work.

Compared with the first synchronous classroom activities, these activities have made great progress, and the teachers at the auxiliary end no longer just arrange to understand the teaching content, but really participate in the classroom. Although there are still many details to be optimized in the synchronous classroom, we believe that this model can achieve better teaching results in the future synchronous classroom teaching.