双师课堂的协同困境：成因、现象与破解——基于组织边界视角的考量

The implementation of dual-teacher classroom is an important measure to promote the balanced allocation of high-quality teachers in compulsory education in urban and rural areas under the background of promoting national education digitalization strategy. Collaboration is the core element of dual-teacher classroom, and the collaboration of dual-teacher classroom is the collaboration between urban and rural teachers, classrooms and schools, and the relevant subjects need to form a community. However, at present, there are some problems such as unsatisfactory effect, inaccurate essence, slow progress about collaboration of dual-teacher classroom. In view of this collaborative dilemmas, existing studies mainly explored solutions from the traditional education and teaching theory of “single-teacher”, ignored the “dual-teacher” attribute of dual-teacher classroom, and ignored that in a sociological sense, dual-teacher classroom was a new teaching organization form, and its organizational boundaries profoundly affe