As a rural school, our classroom teaching is still in a relatively traditional mode, and the ability to utilize information technology needs to be improved. To address this dilemma, our school actively promotes the “double-teacher” classroom model, integrating it with our school’s “thinking and action” classroom teaching mode. However, in teaching practice activities, frontline teachers are still exploring how to draw on the concepts and methods of the “shared classroom” and what the concept and form of the classroom model combining “thinking and action” are. The organic integration of theory and practice needs to be further improved. It has become an urgent issue to address how the “double-teacher” teaching model can empower the classroom and improve the quality and efficiency of classroom teaching.