A Study On The Teaching Attainment Generation Of Chinese Teachers In Primary School

The sense of teaching attainment of primary school Chinese teachers plays an important role in relieving their teaching slack and occupational burnout,and also is helpful to promote their professional development.However,previous studies about the sense of teaching attainment were mostly based on theoretical research or experience summarization.Therefore,we conduct the current study combining theory with practice to further investigate the sense of teaching attainment,which will have important theoretical significance and practical value in promoting sustainably healthy development for the primary school Chinese teachers.The sense of teaching attainment of primary school Chinese teachers refers to the feelings of self-worth and positive experience resulted from the satisfaction of needs and the sustainable achievement during their teaching activities,and has the characteristics of implicitness,complexity,dynamic and integrality.The sense of teaching attainment of primary school Chinese teachers can help them eliminate occupational burnout,improve self-efficacy,and increase professional identity.According to the analysis of Maslow’s Hierarchy of Needs Theory,ERG Theory,Achievement Motivation Theory and Teacher’s Concern Theory,and considering the fact of primary school Chinese teachers’ survival and development,we found that the sense of teaching attainment mainly included teaching material attainment sense,teaching security attainment sense,teaching emotional attainment sense,teaching respect attainment sense and teaching achievement attainment sense.Based on the theoretical review,we have conducted case studies to deeply investigate and analyze the current situation of the teaching attainment sense of primary school Chinese teachers.Our findings showed that there were differences in the teaching attainment sense of primary school Chinese teachers at different stages of their careers.The sense of teaching security attainment and emotional attainment were more significant for beginning teachers;while the sense of teaching respect attainment was more obvious for experienced teachers;and for the expert teachers,the sense of teaching emotional attainment and achievement attainment sense were more prominent.Then,we conducted a three-level coding analysis to explore the generation factors of the sense of teaching attainment of primary school Chinese teachers,and found that value orientation,teacher reflection and text interpretation were the most relevant factors and they had significant interaction effects on the generation of the teaching attainment sense.Furthermore,other factors such as family,environment and resources were also closely associated with the generation of the teaching attainment sense.Conclusively,multiple measures are demanded to promote the generation of the teaching attainment sense for primary school Chinese teachers.Firstly,to deeply study the multi-dimensional value of Chinese education to improve the senses of teaching emotional attainment and teaching respect attainment;Second,to jump out of the restrictions of traditional approaches and strengthen the senses of teaching respect attainment and achievement attainment;Third,to design the teaching activities on the basis of text and learning situation to enhance the senses of teaching emotional attainment and achievement attainment;Fourth,to provide practical teaching guarantees to increase the sense of teaching security attainment.