Research On The Reform Of Classroom Teaching In Middle School Based On Core Literacy

The key competence has already become one of the research hotspots,especially in the theoretical research and also obtained considerable achievement,but in the practical field of elementary education,there is less research on the current situation of implementation in the teaching practice.Therefore,whether the development situation of students' key competence or the practical capacity of teachers' key competence implementation both could achieve more advance.This situation is not caused by the lack of strength of policy enforcement by the middle school teachers,or any coincidence and accidental factors.This situation is the result of teachers' understanding level for the new concept,the application of teaching methods and the interaction of teaching evaluation mechanism.Based on the above considerations,this research follows the idea transformation from "students'key competence development" to"teachers' classroom teaching improvement",take the implementation of key competence in classroom teaching as the breakthrough point and focus the ways to develop students' key competence,the researcher attempt to improve the classroom teaching and then try to find the way to develop students' key competence.Research methods:(1)Questionnaire method.Through the research on the questionnaires for the middle school teachers to know the current situation,that is the implementation of the key competence;(2)Interview method.This research selected part of the interview with the teachers and school managers.It aims to know practical problems for the teachers during classroom teaching and the solutions.The researcher took these interview materials as the qualitative supplement for the questionnaire survey.What is the current situation of middle school teachers key competence implementation?What problem exists in the middle school classroom teaching under the ken of key competence?What factors caused these problems?What are the ways to solve these problems?The researcher combined these questions and established the logical frames for this academic paper.The frames are as follows:Chapter 1,introduction.This part is mainly about the reasons to do this research,such as the origin of the study,the theoretical and practical significance,to summarize the domestic and foreign related literatures and then to get an overall understanding of the current state in this field.The second chapter of the thesis is research design.The research is beginning with analysis and synthesis of the definition of "competence" and "key competence" in worldwide and made conception definition of "key competence";Then,the researcher introduced the key competence theoretical foundation,they are pragmatism education theory and multiple intelligences theory;At last,the researcher put forward the target thoughts and methods of the research.The third chapter of the thesis is the design of the survey and the present of the current situation.This chapter begins with the introduction of the questionnaire of "The Middle School Teachers' Implementation of the Key Competence" and its design basis,design principles and design progress.Through the analysis of the reliability and validity by samples,the result shows that the questionnaire has good reliability and validity.At last,through the comparison between the key competence averages scores of the middle school teachers get and different affecting factors,this chapter could present an overall perspective of the middle school teachers' key competence implementation situation.The fourth chapter of the thesis is the problems and contribution.This chapter firstly inducts the problems in the process when the middle school teachers implement the key competence:unaware the concept of the "key competence",neglect the humanistic education,attach more importance on the science education,with less freedom to use different teaching methods,education could not be separated from examination.The researcher consider the reasons for those factors are as following:the concept complexity of the "key competence" itself and the characteristics of the middle school teachers;the form of thinking rationalism in teaching;the deviation of the teaching institution to the original idea of the classroom teaching;the teaching evaluation logical paradox of "examination oriented teaching" and "teaching oriented examination".The fifth chapter of the thesis is the methods to optimize the classroom teaching.This chapter based on the last chapter,for the deficiency of the key competence implementation and its factors,this chapter brought optimizing strategies by three levels:from the micro level,improve the teaching theoretical competence,optimize the form of teaching thinking,explicit the connotation of "the teaching methods";improve the classroom teaching evaluation;from the median level,teaching institution innovation;from the macro level,social environment optimization.