Research On The Structure And Improvement Of Teaching Literacy Of Primary School Teachers

With the continuous in-depth development of China’s basic education and teaching reform in the new era,building a team of high-quality,professional and innovative teachers has become an important guarantee for deepening curriculum reform and ensuring education and teaching quality.As a professional quality gradually formed by teachers in teaching practice,teaching quality is an internal characteristic to ensure teaching effect,highlight educational value and realize the common development of teachers and students.It is an important part of teachers’ quality structure,which affects and restricts teachers’ professional development to a certain extent.As the most important education influencer of students in the stage of basic education,primary school teachers’ education and teaching level directly affects the future development of students.Therefore,paying attention to and improving primary school teachers’ teaching literacy has immeasurable value and significance.The research focuses on the structural analysis of primary school teachers’ teaching literacy,tries to start from the particularity of primary school teachers’ profession,explore the rich connotation and many constituent elements of primary school teachers’ teaching literacy in the new era,and seek the strategies for the development and improvement of primary school teachers’ teaching literacy,so as to respond to the higher requirements of the high-quality development of basic education in the new era for the professional quality of primary school teachers.The research mainly adopts the research methods of literature and interview.Firstly,through literature review to clarify the connotation of primary school teachers’ teaching literacy,and clarify the dynamics and focus of primary school teachers’ teaching literacy research in China.Secondly,it makes a comprehensive analysis of the relevant policy texts and the composition of primary school teachers’ teaching literacy in Finland and Japan,and outlines the basic framework of the structure of teaching literacy.On this basis,interview the primary school front-line teachers,excavate the rich content contained in the teaching literacy structure,and preliminarily formulate the teaching literacy structure of primary school teachers.The focus of the research is to analyze the structure of primary school teachers’ teaching literacy,analyze the overall internal logic of primary school teachers’ teaching literacy structure,and draw the relationship diagram of teaching literacy structure.Taking the five constituent fields of teaching literacy as the boundary,this paper expounds the value and analyzes the connotation characteristics of each field and its different constituent elements and specific points one by one.Finally,it puts forward some suggestions on cultivating and improving teaching literacy from the two paths of pre service and post service.Among them,pre service training involves the formulation of training objectives,the establishment of training subjects,curriculum and other specific aspects;Post service promotion is discussed from two basic paths:school support and teachers’ independent development.