| In the context of the new curriculum reform,"core literacy" has become a hot topic in today’s education research.The topic of international education reform appears as "student core literacy","student core literacy" is the focus of the basic education reform in the teacher country,and the proposal of "student core literacy" means that teachers’ "core literacy" has higher requirements.Economic and social development,cultivating more internationalized education talents,and enhancing the teacher’s country’s international competitiveness in education,"core literacy" has also become a key content of the teacher country’s educational research field.At present,the subjects of academic literacy research are mostly students,and the research scope of teachers’ core literacy is wider.In 2012,the Ministry of Education issued the "Professional Standards for Teachers(Trial)",which clearly divides teachers’ professional literacy into three parts.The main contents are: teacher philosophy and teacher ethics,teacher knowledge,and teacher abilities.Teachers’ professional standards provide corresponding reference for the construction of teachers’ core literacy.The author conducted core literacy research of rural primary school general teachers under the background of professional certification of teachers’ colleges,and selected primary school general teachers in typical rural areas of Hubei Province for interviews.Compile and classify problem analysis,analyze teachers’ understanding of core literacy and the practice of "core literacy" in educational practice in rural areas of Hubei Province,analyze existing problems and attribution analysis,and propose teacher cores in a targeted manner The cultivation strategy of literacy transforms core literacy into specific requirements that teachers can understand and accept in order to improve the overall quality of rural primary school teachers.Through interviews and interviews with teachers in rural areas,this paper finds that the main body of the problem is the three levels of the state,society and individual teachers.Through the attribution analysis of the problem status of thesethree levels,the rural primary schools are analyzed for the three levels.The countermeasures of teachers’ core literacy are mainly composed of six chapters.The first chapter is the introduction,which mainly includes research background,definition of core concepts,literature review,research purpose,research significance,research methods and ideas.The second chapter is the theoretical foundation analysis of the core literacy of general teachers in rural primary schools.The third chapter investigates the implementation and cultivation of core literacy of general teachers and finds problems.The fourth chapter is the attribution analysis of the problems in the core literacy of general teachers in rural primary schools.The analysis starts from the three levels of the state,society and individual teachers.The fifth chapter is to explore the way out of the core literacy training of elementary school teachers.Three levels of analysis are made.The first is that the country provides policy guidance for the training of general teachers in rural primary schools.The second is that society highlights Concern and concern.Third,teachers themselves strengthen their awareness of the importance and improvement of core literacy in rural primary school teachers.Chapter 6 is the conclusion,including research results,deficiencies and prospects. |
