Current Situation And Measures Of Core Professional Qualities Of Young Teachers In Primary And Secondary Schools

In recent years,the research on students’ core literacy is common,but the research results on teachers’ core literacy are still few,and the research on the professional core literacy of young teachers in primary and secondary schools has not yet been seen.Young teachers are the new force in the ranks of primary and secondary school teachers,and their professional core quality has an important effect on the quality of primary and secondary school education.In view of this,this paper takes young teachers in primary and secondary schools as the object to study the current situation and countermeasures of their professional core literacy.This paper mainly adopts the survey method.The survey objects are 2147 young teachers in primary and secondary schools in 11 cities divided into districts in Jiangxi Province.The following conclusions can be drawn by analyzing the survey data:(1)The professional core quality of young teachers in primary and secondary schools is generally at a medium level.In this survey,the total score of professional core literacy of young teachers in primary and secondary schools in Jiangxi Province averaged 4.51 points,which was at the medium level.In the three first-level indicators,the scores from high to low are teaching ability,character cultivation and knowledge cultivation.Among the six secondary indexes,career feelings and instructional design both scored more than 5.0points.Professional knowledge and general knowledge were the two indicators of weak performance,among which general knowledge score was the lowest,only 4.32 points.From the perspective of the three-level indicators,the average score of 6 indicators exceeded 5.0,which were educational emotion,caring for students,coordination and cooperation,innovative spirit,content arrangement and teaching evaluation.The average score of the other four indicators was below 3.5,which were self-regulation,educational theory,psychological knowledge and humanistic accumulation,among which the lowest score was educational theory,only 2.76 points.(2)There are differences in the level of professional core literacy among young teachers in primary and secondary schools.From the perspective of region,the total score of professional core literacy in descending order is Yichun,Yingtan,Jiujiang,Pingxiang,Fuzhou,Jingdezhen,Ji ’an,Shangrao,Xinyu,Nanchang and Ganzhou.From the nature of the school,the total score of professional core quality of teachers in private schools is higher than that of teachers in public schools.From the perspective of gender,the total score of female teachers’ professional core quality is slightly higher than that of male teachers.The total score of professional core literacy of teachers with the first education is higher than that of teachers with the first education of non-teacher major.From the perspective of professional titles,the score of young teachers with senior professional titles in primary and secondary schools is the highest,while the score of young teachers without professional titles is the lowest.From the perspective of teaching subjects,Chinese teachers have the highest total score of professional core accomplishment,while mathematics teachers and foreign language teachers get the highest score from the highest to the lowest.From the teaching grade,the highest score is the sixth grade young teachers.There are significant differences in the total score of professional core literacy among young teachers of different ages.The total score of young teachers in primary school is generally higher than that in middle and high school.At the same time,there are significant differences between them in character cultivation,knowledge cultivation and teaching ability.From the situation of recognition,the core professional quality of teachers who have received recognition is better than that of teachers who have not received recognition.(3)The factors affecting the professional core quality of young teachers in primary and secondary schools include teaching and research activities,teacher training,knowledge reserve,teaching reference,scientific research performance,teaching pressure,etc.,among which knowledge reserve has the greatest impact,while teacher training has the least impact.Based on the current situation and problems of the core professional quality of young teachers in primary and secondary schools,the following countermeasures and suggestions are put forward: improve teaching and research activities,improve teaching and research efficiency;Carry out diversified training to improve training efficiency;Enrich knowledge reserve,perfect knowledge system;Cultivate scientific research consciousness and improve scientific research accomplishment;Pay attention to teachers’ psychology and promote self-identity.