Analysis And Improvement Of Chinese Teachers’ Professional Literacy In The Perspective Of Core Literacy

The development of student core literacy has been a hot topic of education in recent years,and the improvement and development of the teaching staff is indispensable for the development of student core literacy.However,the official interpretation of "Professional Standards for Primary School Teachers(Trial)" has passed nearly ten years.Therefore,the in-depth and development of teachers’ professional literacy is exactly what they should be in the context of core literacy.Therefore,this study attempts to explore the basic elements of professional literacy of primary school Chinese teachers with the background of core literacy,using questionnaires,interviews,etc.According to the basic elements of teachers’ professional literacy,the questionnaire for the survey and research on the primary literacy of Chinese teachers in primary schools from the perspective of core literacy was prepared.Based on this,the status quo and differences of primary school Chinese teachers’ professional literacy from the perspective of core literacy are analyzed,and it is finally concluded that the current status of professional literacy of primary school Chinese teachers from the perspective of core literacy presents the characteristics of uneven and insufficient development.Among them,scientific and cultural knowledge,information literacy,teaching reflection ability,teaching innovation ability,and aesthetic literacy need to be further improved.In addition,after analysis of the differences,it is also found that the development of the professional knowledge and professional ability of primary school Chinese teachers of different ages is uneven.The development of the professional knowledge and professional ability of primary school Chinese teachers of different ages is also uneven.There is an imbalance in the development of abilities,professional teacher’s morality and affection,as well as the imbalance in the professional teacher’s morality and affection development of primary school Chinese teachers in different regions.Finally,this study analyzes the causes and proposes strategies to improve the professional literacy of primary school Chinese teachers from the perspective of core literacy.Specifically,the first chapter mainly expounds the meaning of core literacy,deduces the concepts and properties of primary school Chinese core literacy,and analyzes the theoretical framework of teacher professional literacy,and then discusses the intrinsic relationship between the professional literacy of primary school Chinese teachers and the core literacy of primary school Chinese.The relationship,that is,suitability and transcendence,finally puts forward the basic elements of elementary school teachers’ professional literacy from the perspective of core literacy;the second chapter is based on the basic elements of elementary school teachers’ professional literacy from the core literacy perspective summarized in the previous chapter.Self-made Questionnaire on Professional Literacy of Primary School Chinese Teachers from the Perspective of Core Literacy.In this study,114 questionnaires were collected as a preliminary test and passed the SPSS22.0 test.The questionnaire has good reliability and validity and is a qualified questionnaire.The third chapter mainly analyzes the professional literacy of primary school Chinese teachers in the core literacy vision through SPSS22.0,and analyzes the differences and differences.Finally,it summarizes the status and characteristics of the professional literacy of primary school Chinese teachers in the core literacy vision.Combining the reasons,propose strategies.On the level of professional knowledge,enhance the knowledge and information of primary school Chinese teachers through reading and micro-lectures;on the level of professional competence,improve the creativity and reflection of primary school Chinese teachers through open courses and teaching;On the emotional and emotional level,strengthen self-cultivation,establish humanistic goals,and improve the aesthetic and spiritual power of primary school Chinese teachers.