| Primary education is the foundation of the whole national education.The quality of primary education not only affects the quality of basic education,but also affects the quality of talent cultivation.The quality and professional ability of primary school teachers are the key factors affecting the quality of primary school education."The central committee of the communist party of China,the State Council on deepening the reform of the new age teachers team construction comprehensive opinions",the teacher education revitalization action plan(2018-2022),such as the central files are repeatedly emphasized "promote the development of teacher education reform,improve teachers’ quality and ability,strive to build a high-quality specialization innovative teachers",among them,the elementary school teachers’ professional ability development is necessarily the state attaches great importance to and actively cultivate and improve focus,primary school Chinese teachers’ professional ability development is the core of elementary school teachers’ professional ability development.This study focused on primary school teachers’ professional development,focusing on primary school Chinese teachers’ professional ability,based on the elementary school teachers’ professional standards,investigating the current situation of the new primary school Chinese teachers’ professional ability,certain advantages,comb problem,analysis the reason,finally attempts to put forward the corresponding countermeasure and the suggestion,to enhance contribute primary school Chinese teachers’ professional ability.According to the existing literature and research,this study mainly uses the literature research method,questionnaire survey method and interview survey method to investigate the status quo of the professional competence of the new primary school Chinese teachers.First of all,based on the existing literature,the core concept of new primary school Chinese teachers and teachers’ professional competence is defined,and the theoretical basis is identified.Secondly,according to the purpose of the study,the investigation and design are carried out to analyze the current situation of the professional ability of the new primary school Chinese teachers,affirming the advantages and pointing out the deficiencies and problems.Thirdly,from the perspective of pre-service training,post-service training,school management and teachers,the reasons for the existing problems in the professional competence of new Chinese teachers in primary schools are explored.In the aspect of pre-service training,theoretical courses learned in schools are out of line with the teaching practice of primary school education,and pre-service practice lacks effectiveness.On the level of post-job training,training guidance is lack of systematization.The training content is not targeted.Lack of effectiveness of training effect;On the school management level,the teaching task is heavy and the work pressure is big.The school’s evaluation,examination,incentive mechanism propaganda is not in place;On the personal level of teachers,there is a lack of practical experience.The new primary school Chinese teachers lack the flexible use of professional knowledge.The new primary school Chinese teachers have not enough height and depth of self-reflection.The ability of professional ability development planning is preliminary,but teachers still need to implement it firmly.Then,in view of the problems existing in the professional competence of new Chinese teachers in primary schools,countermeasures and suggestions are put forward from four aspects,namely,pre-service training,post-service training,school management,and individual teachers: optimizing pre-service training,combining theoretical learning with primary school education practice,and enhancing the effectiveness of pre-service practice.Strengthen the systematicness of expert guidance;Enhance the pertinence of the training content;Improve the effectiveness of the training effect.Pay attention to the development needs of new teachers’ professional ability,and appropriately reduce the pressure on teachers;To set up incentive system,improve the way of assessment,strengthen publicity,stimulate teachers’ motivation for scientific research;Establish a learning community of old and new teachers.Establish the concept of lifelong learning;Pay attention to the accumulation of practical experience;Make professional competence improvement plan in line with oneself,seek initiative development;Timely reflection and summary,improve the depth and height of reflection. |
