Case Research On The Present Situation Of Primary School Chinese Teachers' Teaching Leadership

Teachers are the direct implementers of teaching activities,and their teaching work has received extensive attention from educational researchers.Teachers 'teaching leadership is a comprehensive reflection of teachers' teaching literacy.Under the guidance of educational vision,teaching leaders rely on individual personality,knowledge,educational beliefs,and educational literacy to guide followers to participate in learning activities independently to promote the efficient development of teaching activities and achieve teaching goals.Improving teachers 'teaching leadership is a powerful way to improve teachers' teaching literacy.With the implementation of the reform of the college entrance examination system,the slogan of "those who get the Chinese win the world" has become clearer and clearer.Elementary school is the basic stage of cultivating students' language literacy,and teachers play a key role in it.It is time to improve the teaching leadership of Chinese teachers in primary schools.In this study,novice teacher S,skilled teacher Z,and expert teacher L of H elementary school in S city were selected as case studies.The interview and classroom observation methods were used to study the teaching leadership of the three teachers.First of all,sort out relevant research status at home and abroad,clarify core concepts,find theoretical support,and determine the elements of teacher's teaching leadership.Secondly,the three case teachers were interviewed and observed in the classroom.The analysis of the survey data showed that the charisma characteristics of the novice teachers are that they can treat the work enthusiastically,understand the characteristics of the students,and be loved by them;in the aspect of forward-looking performance,they have a higher standing when conceiving goals,and they are fully considered,but there is a problem of not being implemented when the goals are actually set.When exerting influence,they often use rewards and punishments to affect students and can't think from student perspective,causing poor communication between teachers and students;tending to use command to regulate students' classroom behavior when they exercise control,and lack of classroom appeal;the use of their decision-making ability cannot accurately evaluate and use teaching decision-making resources,causing mechanical decision-making problems.The charisma of mastery teachers is characterized by the ability to manage democratically and treat students gently,and students are willing to interact with them;in the aspect of foresight,it is considered to be comprehensive when determining teaching goals,but it lacks flexibility and cannot be flexible in repairing goals;in terms of influence,it is smooth communication and effective interaction with students;focus on cultivating teacher-student tacit understanding in exerting control,and standardize student behaviors;at the same time,capture relevant information of students and teaching situations in a timely manner to flexibly adjust teaching behaviors;pay attention to decision benefits when exerting determination,can take reasonable response to the incident.The charisma characteristics of expert teachers are characterized by their ability to form their own unique charm by virtue of their professional qualities and broad knowledge;their forward-looking ability is reflected in the fact that they can take into account subjective and objective conditions when formulating teaching goals and turn them into sub-objectives;influence characteristics are characterized by friendly and equal relations with students and full respect for students;focus on the cultivation of classroom culture in control and form classroom attractiveness;as for ability in determination,make full use of students' resources to turn teaching accidents into classroom highlights.Finally,this study proposes that novice teachers actively seek advice from experienced teachers in order to achieve rapid growth of indirect experience in teaching,pay attention to the improvement of their teaching ability and the learning experience of students;skilled teachers persist in self-examination and remain humble;expert teachers strengthen education theory reserves,and break through leadership bottlenecks.I hope to provide some reference for the Chinese language teachers in primary schools.