Study On The Identification Of Curriculum Reform Guided By "Core Literacy" Of Primary School Chinese Teachers

In order to explore the core knowledge and key quality that students adapt to themselves and social development in the 21 st century,a wave of "core literacy" has been set up worldwide.Based on the world education development trend and to meet the requirements of China's national quality improve,in March 2014,the ministry of education issued " Deepening the Curriculum Reform in an All-Round Way and Implementing the Fundamental Task of the Cultivate People " files,formally put forward the development of core quality requirements.As the transformation of the curriculum reform concept and practice,the first-line teachers have a crucial role in the curriculum reform of "core quality" and the effectiveness of curriculum reform.Primary school Chinese learning has fundamental significance to the development of students' core accomplishment,and in the subject of learning plays a guide role and is accompanied by the teacher in charge as to the identity of the elementary school language teacher,responsibility is particularly important.This study in primary school Chinese teachers as the research object,selecting 160 elementary school language teacher to fill in the questionnaire,and the city,county,township and village three levels of 12 new old teacher in a school interview,investigation of primary school Chinese teachers "core literacy" leads the present situation of understanding of the curriculum reform,analyses the deep influence factors,tries to put forward to promote the curriculum reform and carry out the goals of curriculum reform countermeasures and ways.Through the questionnaire survey,we can understand the current status of curriculum reform under the guidance of "core quality" of Chinese teachers in primary schools:1.Young teachers' recognition of the curriculum reform led by "core literacy" is low.2.Primary school Chinese teachers have a low understanding of "core accomplishment".3.There is a certain blindness in the curriculum reform practice led by primary school Chinese teachers to "core quality".4.The key teachers of the school have a higher recognition of the curriculum reform led by "core quality".Through interviews,the main factors influencing the identification of Chinese teachers in primary schools are:Conceptual level: school education philosophy;School teacher culture;Parents' education concept;Teacher's personal education concept;Objective conditions: teacher's teaching task;Allocation of education resources;Teacher training.Finally,it is suggested to promote the curriculum reform and implementation of curriculum reform in primary school Chinese teachers.To effectively strengthen the training of teachers before and after the post;Establish and improve the external support system for curriculum reform.