Research On Teachers’ Change In The Reform Of "Five Education Integration" In Primary Schools

The integration of the five kinds of education is an important reform direction and development goal of the transformation of the mode of education of basic education in the new era.However,a comprehensive review of the existing studies shows that there is little attention paid to various educational subjects at different levels,especially how teachers in the front line of reform understand and implement the "Holistic education ",and whether the " Holistic education " concept has brought changes to their thoughts,words and actions.These issues need to be further discovered and explored.Based on this,on the one hand,this study analyzes the possible challenges of the holistic education to teachers’ change from the theoretical level;on the other hand,it explores the status quo,problems and reasons of teachers’ change in the holistic education reform through empirical methods,and then proposes corresponding improvement countermeasures.At the theoretical level,This paper discusses the possible challenges brought by the holistic education to the change of teachers from four aspects and seventeen dimensions: educational concept(student view,knowledge view,purpose view,curriculum view,evaluation view),way of thinking(organic associative thinking,dynamic generative thinking,comprehensive penetrating thinking,overall integration thinking),relationship role(reform,with students,with disciplines,with self,with colleagues),education ability(classroom teaching,practical activities,daily life).It not only discusses the new requirements put forward by Five-education integration to teachers from the perspective of necessity,but also discusses the important qualities that teachers need to have to grow into integrated teachers.At the same time,it also provides observation angles and ideas for the follow-up field research.At the practical level,field investigation method is adopted in this study,and 20 teachers from X primary school(public)and S primary school(private),which are representative of W City,J Province,are taken as research objects.Through two rounds of data collection,it is understood that there are four advanced states of "resistance to change","passive change","active attempt" and "active exploration" in the reform of holistic education in primary schools.This is the current situation of most teachers in the holistic education reform or even a longterm possibility,but it does not mean to "label" the teachers in the reform and regard the change of teachers as a static existence.In fact,teacher change is a dynamic and developmental complex process.After defining the research framework,each chapter follows the logic of "problem expression(cognition,emotion,action)-cause analysis-coping strategies" : Teachers’ resistance to change is mainly manifested as "looking on",which is due to the constraints of the current system,the reform habit and the lack of motivation for change.Therefore,it is necessary to improve teachers’ awareness of change,face up to the constructive resistance and meet the needs of teachers’ reform.The passive change of teachers is mainly manifested as "skeptical",which is due to the confusion between the five education integration and the discipline integration,the low degree of teachers’ recognition,and the divergence of reform expectations.Therefore,it is necessary to try to motivate teachers to realize cognitive renewal,transform passivity into initiative,and shift from stride to small step.Teachers’ active attempts are mainly manifested as "testing the waters",due to the limited degree of disciplinarity,limited interdisciplinary ability,and independent governance of the home and school community.Therefore,it is necessary to provide multiple supports from inside and outside the school to form the multi-linkage effect of the school development community,interdisciplinary community,and home and school community community.Teachers’ active exploration is mainly manifested as "creation".The reason is that they can be keenly aware of the direction of education reform,pay full attention to the growth of students,and carry out collective review of the integration practice of five education.Therefore,they can actively promote these precious,beneficial and valuable experiences and experiences through teacher workshops,open class discussion,reflective practice and other ways.