Investigation And Research Of Primary School Teachers' Autonomous Learning

“One hundred-year plan,education-oriented,education plan,teacher-oriented”.The quality of teachers affects education and even the development of the country.without high-quality teachers,there will be no high-quality education.Without high-quality education,there will be no great rejuvenation of the Chinese nation.The quality of education depends on the professional level of teachers largely,and the key link of promoting teachers' professional development is Strengthening teachers' autonomous learning.Driven by the reform of basic education,the change of primary school teachers' roles makes teachers need to strengthen autonomous learning to promote their professional development.Teachers' autonomous learning greatly affects the success of students' development and educational reform,Therefore,primary school teachers' autonomous learning is very worthy of indepth research and exploration.This study is divided into five chapters,the author will discuss from these five aspects.The first part:Research Introduction,The author first discusses the research background of primary school teachers' autonomous learning,Based on the current situation of teachers' autonomous learning,the reform of basic courses and the development of teachers,the author points out the importance of teachers' autonomous learning,and then author expounds the purpose and significance of this study from the perspective of theory and practice.The author analyzes and sums up the related literature of self-regulated learning and teacher's Selfregulated Learning at home and abroad,discusses the theoretical basis,motivation,mode and influencing factors of teacher's Self-regulated learning,compares the research at home and abroad,analyzes the achievements and shortcomings of existing research,and clarifies the concepts of self-regulated learning and primary school teacher's Selfregulated Learning on the basis of literature analysis.The second part: Research design and Implementation,On the basis of reference to the existing literature,the author divides primary school teachers' autonomous learning into seven dimensions learning:learning motivation,learning time,learning environment,learning content,learning methods,learning process,learning results.The author uses questionnaire and interview method to survey the status quo of elementary school teachers' autonomous learning.The third part: The analysis of the current situation of primary school teachers' self-learning shows that the overall situation of primary school teachers' self-learning is not optimistic.Although it is slightly higher than the average on the whole,there is still a certain gap compared with the highest value,which needs to be further improved,and the specific analysis of the current situation is carried out from the seven dimensions of primary school teachers' self-learning.The fourth part: An analysis of the factors that affect primary school teachers' Autonomous Learning,according to the problems existing in primary school teachers' autonomous learning,combined with social cognitive theory,this paper makes a factor analysis of primary school teachers' autonomous learning from individual internal factors and external environmental factors.Individual internal factors include learning motivation,self-efficacy,monitoring ability and practical knowledge,while external environmental factors include learning time,learning atmosphere,learning resources,learning activities,teacher training and evaluation mechanism.The fifth part: Suggestions on promoting primary school teachers' Autonomous Learning,according to the survey results and factor analysis,primary school teachers' autonomous learning is inseparable from their own efforts and school support.On this basis,the author puts forward some pertinent suggestions on teachers' autonomous learning from teacher.school.Only the cooperation and efforts of these two aspects can promote primary school teachers' autonomous learning.