A Survey On The Teaching Competence Of New Primary School Teachers And Research On Improvement Strategies

To advance into a new journey and build a new era,at present,China has fully opened a new chapter in the history of accelerating the modernization of education and building a strong education country."Teachers carry the heavy responsibility of spreading ideas,pursuing truth and imparting knowledge,and are an important support for promoting the construction of a strong education country and achieving the great rejuvenation of the Chinese nation.Newly recruited teachers are the new blood of education,and their educational and teaching standards are the key to the high-quality development of education in China.This study focuses on the teaching competency of new teachers at primary school level,analyses the main problems faced by new teachers,and explores countermeasures to improve the teaching competency of new teachers.By systematically sorting out and analyzing the relevant research results,this study defines the core concepts of competency,teaching competency and teaching competency of new primary school teachers,takes the competency model theory and the job matching theory as the theoretical fulcrum,clarifies the structure of teaching competency of new primary school teachers,establishes the structure of teaching competency indicators for new primary school teachers,compiles the Teaching Competency Assessment Questionnaire for New Primary School Teachers,and selects 309 new primary school teachers in Guangxi and Henan as the subjects of the study.A total of 309 new primary school teachers from Guangxi and Henan were selected as the subjects of the study.The survey data were analysed with the help of SPSS 26.0,and interviews were conducted with seven new primary school teachers and five senior teachers based on the analysis results,in order to reflect the relevant issues objectively and comprehensively.According to the structure of teaching competency indicators established in this study and the analysis of the survey data through SPSS26.0,the overall mean score of teaching competency of new primary school teachers is 3.80(out of 5.0),indicating that the teaching competency of new primary school teachers in the surveyed sample is generally at a good level,but there is still room for improvement,with the following main problems: firstly,the construction of professional knowledge is not perfect;secondly,the development of teaching ability is unbalanced;thirdly,the development of professional character needs to be strengthened;fourthly,the cultivation of personality traits is still poor.The main problems are: firstly,the structure of professional knowledge is not reasonable;secondly,the development of teaching ability is unbalanced;thirdly,the development of professional character needs to be strengthened;fourthly,the cultivation of personality traits is still not good.Based on the above problems,the factors influencing the level of teaching competence of new primary school teachers are sought,which are low knowledge reserves,insufficient internal motivation for development,weak professional emotions,weak self-efficacy,unattractive teaching and research activities,low effectiveness of school training,and high psychological pressure.According to the list of problems and internal and external attribution analysis,we try to propose strategies to improve the teaching competence of new teachers in primary schools: Firstly,new teachers should pay attention to self-improvement,correct their educational philosophy,build up their professional knowledge,improve their teaching ability,optimise their professional character and improve their personality traits;secondly,schools must grasp the training of new teachers,pay attention to the growth of new teachers,improve the effectiveness of teaching and research activities,and enhance the effectiveness of new teachers’ Thirdly,the government should increase its support for new teachers,solve the practical problems of new teachers,correctly position the expectations of new teachers and smooth the development pathway for new teachers,promoting the integrated training of teachers before and after employment.