Practice And Text:a Study On Educational Writing Of Primary School Teachers

The continuous deepening of curriculum reform requires teachers to have sufficient theoretical abilities to not only carry out individualized curriculum teaching innovations,but also to theoretically summarize the current educational practices.This requires teachers to be able to walk freely between theory and practice.In this context,educational writing is not only an essential component of teachers’ professional qualities,but also an effective way to promote teachers’ excellent development.How to help teachers to achieve the unity of practitioners and researchers,open up a high level of teaching life,and strengthen teachers’ educational writing researches,this is a topic need to be solved urgently.That is the so-called good teachers come from “writing”.Writing is a complex mental activity that bridges thinking and expression,theory and practice.The experience and research of famous teachers have shown that writing is placed in the perspective of teachers’ professional development.Teachers can explore educational practice by depth cognitive processing,which can promote the growth of teachers.As a professional activity of teachers,educational writing is a unique path for teachers’ development.It helps with teachers’ practice and research abilities to promote with each other,and ultimately achieve excellent development.However,the current researches on teachers’ professional development pay less attention to the teacher’s educational writing,and teacher’s educational writing ability also needs to be improved.This study attempts to form a preliminary understanding of existing research,form an initial theoretical foundation for educational writing and its research,explore the unique value of educational writing in the professional development of teachers,and further explore the current status of primary school teachers’ writing ability in Wuxi,and offer some ways and strategies to improve teacher’s writing ability.This article is divided into six parts.The first part expounds the origin and significance of the study,the concept definition of writing and educational writing,and conducts a review of related researches.The second part theoretically constructs the teacher’s educational writing.Including the theoretical construction of educational writing,elaboration of the relationship between educational writing and teacher professional development.The third part is the investigation of the status quo of primary school teachers’ educational writing ability.During the preparation of questionnaires,go deeply among teacher groups,through questionnaires and participatory observations,to understand the status of primary school teachers’ educational writing in Wuxi,and reveal the problems.In the fourth part,three famous teachers were selected to conduct case studies on their educational writing in order to explore the value and significance of educational writing in the professional growth of teachers.The fifth part,combining theoretical research and current situation analysis,tries to put forward strategies to improve primary school teachers’ educational writing ability,including deepening rational knowledge and improving practical ability.The sixth part elaborates the main conclusions of this study,the existing deficiencies,and the predictions and prospects for subsequent research.Under the conditions of this study,the following conclusions are drawn:First,the definition of teachers’ writing ability and the elaboration of their values.The teacher’s writing ability is mainly divided into the ability to discover materials,the ability to explore meaning,the ability to express words,the ability to abstract the theory,and the ability to make assessment changes.These skills complement each other in the process of teacher writing and affect the production of educational texts.Teachers’ educational writing promotes teachers’ knowledge formation,enhances teachers’ theoretical level,and influences teachers’ emotional attitudes.Therefore,educational writing is a unique path for teacher professional development.Second,through a questionnaire survey on the status quo of elementary school teachers’ educational writing in Wuxi,it is found that the overall primary school teachers’ writing ability is at a relatively good level,and the impact of several variables are obvious such as academic qualifications,school types,and teaching subjects.Third,according to the growth of the teachers,I found that in the teacher’s professional development,how to change from an ordinary teacher to an excellent teacher,educational writing can be an important starting point.Fourth,about the specific strategies for improving teachers’ writing ability,this article starts with how to deepen the teachers’ rational understanding of writing,develop teachers’ writing personality,follow the rules of the development of educational writing,and construct effective educational writing development platforms.