The Construction Of Competency Model For Primary School Chinese Teachers

In order to promote the professional development of Chinese teachers in primary schools,and provide the basis for their goals.In this study,questionnaires and behavioral event interviews were used to collect the characteristics of primary school teachers’ competence.Then used the method of focus interview to test the characteristics of the primary school Chinese teachers’ competency,and constructed a general competency model of Chinese teachers in primary schools.According to Maslow’s hierarchy of needs,a good model of primary school Chinese teachers’ competency from low to high includes six dimensions: professional knowledge,professional skills,professional feelings,self development,achievement motivation and personal characteristics.Professional knowledge including language ontology knowledge,conditional knowledge such as pedagogy,psychology and general knowledge;Professional skills including reading ability,writing ability,and other 17 competency characteristic;Professional cordiality mainly contains love students,fair and other competency characteristic;Achievement motivation includes two characteristics: love of education and love of Chinese.Self development includes self reflection ability and habit,lifelong learning consciousness and so on 5 competency characteristics;Personal traits including delicate,poetic mood emotion such as 10 competence characteristics;In order to highlight the characteristics of the Chinese language,the competency is divided into the competence of the common teachers and the competence of the primary school Chinese teachers in each latitude,.The construction of the primary school Chinese teachers’ competency model not only generally applicable to Chinese teachers in primary school recruitment,training,employment,all aspects of the assessment,as well as pre service teachers college students to provide training courses.