The Study On The Subject Literacy Of Chinese Teachers In Senior High School

In recent years,with the rapid development of economy,science and technology change rapidly,people's demands for education are more and more high.The education development,cannot do without high quality teachers.Therefore,as an important manifestation of the quality of teachers,teachers' subject literacy has also attracted more and more attention.What is the teachers' subject literacy,teachers are how to construct the discipline system of its own,is worth studying and discussing.In this paper,the high school teachers of Chinese language discipline research method case study adopts qualitative research paradigm under the selection of a typical representative of the high school Chinese teacher H teacher as the research object Through the observation of H teacher's classroom teaching,collecting H teacher's lesson plans,courseware and published articles and other means of data collection.The author summarized based on the data collected,classified and summed up,the Chinese academics accomplishment H teacher according to the vertical division,the subject of Chinese literacy is divided into the theory of the forming stage,Chinese academics accomplishment formation stage confused the contradiction between theory and practice,since My system of Chinese literacy and forming stage.The horizontal classification based on the connotation of subject accomplishment,divides it into Chinese subject knowledge,teaching skills,the three aspects of Chinese learning attitude.In the analysis from three different stages of H teacher's literacy of Chinese subject to detailed,comprehensive,in-depth the study of H teacher of Chinese academics accomplishment three different aspects,find out the different points of each stage under various aspects,found that each stage of H teacher of the Chinese subject literacy from specific performance,and to summarize the characteristics of Chinese subject literacy H teacher.In the stage of the formation of the theory of the subject of Chinese literacy.The subject of Chinese H teacher' literacy,embodied in the knowledge of Chinese language books remain in the level of language teaching skills is still at the blunt stage,for language learning is often need to score.Based on Chinese academics accomplishment formation stage confused the contradiction between theory and practice,the subject of Chinese literacy embodied in continuous improvement of Chinese H teacher the knowledge in a variety of training,improve the teaching skills for language learning is often out of the need of teaching.In Chinese teaching accomplishment formation stage systematic self,Chinese academics accomplishment H teacher present specific knowledge of Chinese language teaching practice in Chinese teaching comprehensively.The use of creative skills in the teaching of Chinese language learning,often for their own interests.At the same time,through the study of the process of collecting materials,this paper analyzes the influencing factors of H teacher in Chinese subject literacy,Chinese academics accomplishment that H teacher is affected by different factors in different stages,but there is one point it is common that they are influenced by the interaction.Because in the stage of the formation of Chinese literacy theory,from the internal point of view,to develop Chinese academics accomplishment H teacher cannot do without the initiative to learn the language knowledge and language teaching skills;from the external point of view,a Chinese subject teachers literacy H to cannot do without the school to H teachers' learning and growth provides a beneficial environment,including the school physical culture environment and the school's spiritual and cultural environment.In Chinese academics accomplishment formation stage confused the contradiction between theory and practice,from the internal perspective,to develop Chinese subject teachers' literacy H cannot do without whether actively participate in in-service training of teachers,whether consciously enhance the knowledge of Chinese language and Chinese teaching skills in training;from the perspective of external factors,to develop Chinese academics accomplishment H teachers cannot do without H teacher at school to H teachers provide on-the-job training in time and opportunity in the systematic.Self language Literature accomplishment formation stage,from the internal perspective,to develop Chinese academics accomplishment H teachers cannot do without themselves whether in the teaching of more than interested in language itself,whether independent reading some classical education and education press to broaden their horizons,to achieve mastery of language knowledge in the teaching of literature;from the perspective of external factors,to develop Chinese subject H literacy teachers cannot do without H teacher at school is to consciously create a cooperative atmosphere,provides a good environment for H teachers and colleagues exchange teaching experience and teaching doubts.