Status Investigation And Strategy Research Of Chinese Teachers’ Reading Proposition Literacy In Primary And Secondary Schools

Teachers’ proposition literacy refers to teachers’ awareness of organizing propositions in teaching,adhering to the value orientation of proposition-driven teaching,using accumulated propositional knowledge and skills to grasp students’ability and teaching situation,and to evaluate and reflect propositions to adjust the quality of propositions.At present,there are few studies on teachers’ proposition literacy,and few related studies are combined with specific disciplines.There are few studies on Chinese teachers’ reading proposition literacy.Therefore,based on the summary of previous research results,this study has made relevant studies on Chinese teachers’reading proposition literacy.The specific research is as follows:In the first chapter,on the basis of relevant theories,we design a questionnaire about the current situation of teachers’reading proposition literacy,select some primary and secondary school language teachers as the object of investigation,carry out investigation and research on the current situation of primary and secondary school teachers’reading proposition,and recycle and process the data.The second chapter investigates the current situation of reading proposition literacy of some primary and secondary school Chinese teachers,mainly analysing from the four dimensions:teachers’awareness of reading proposition,attitude to reading proposition,ability to read proposition and teachers’ reflection and evaluation of reading proposition.Through the analysis of reading data,it is found that teachers have higher recognition of reading propositions,but lower willingness to make propositions;awareness of reading propositions needs to be improved;knowledge of reading propositions is better mastered,but the skills of propositions are relatively weak;few reflection and evaluation of reading proposition are found.In addition,on the basis of the teachers questionnaire,this study correlates the teacher’s relevant background with the teacher’s reading proposition literacy score,and analyses the influence of various background factors on the teacher’s reading proposition literacy.Chapter three is based on the current situation of teachers’ reading proposition literacy,we analysed the factors which leading to teachers’ reading proposition from both internal and external aspects.The internal reasons mainly lie in teachers’relatively weak awareness of reading propositions,insufficient interest in reading propositions,inadequate accumulation of knowledge about reading propositions and inadequate practice of reading propositions,etc.The external reasons lie in the weak atmosphere of reading propositions in schools,excessive attention to summative evaluation in the external environment,neglect of teacher’s propositions training by education departments and the overflow of test resources.Chapter IV,aiming at solving the problems existing in teachers’ reading proposition literacy,this paper puts forward some improvement strategies.From the teachers’ aspects,they should change the concept of proposition,strengthen the learning and practical training of reading proposition knowledge;from the teachers’ working environment,schools should create an atmosphere of reading proposition by setting up reading proposition groups and organizing reading proposition contest activities;from the perspective of education authorities,education authorities should strengthen the training of teachers’reading proposition and innovative training.From the perspective of normal universities,normal universities should strengthen the awareness of students’reading proposition literacy,improve the courses related to reading proposition,and change the traditional teaching mode.