An Investigation Research On The Classroom Teaching Relationship In Primary School Under The Background Of Core Competencies Development

Since the 21 st century,the competition in the world economy,science and technology has intensified,and the cultivation of high-quality and innovative talents has become the focus of education in countries all over the world.A series of education policies promulgated by China have clarified the important position of teaching relationship in the quality standard of teaching,and pointed out the direction for the improvement of teaching quality in the new era and the realization of the goal of "ideal,competent and responsible" talents cultivation.In contrast,the real classroom is still indulged in the dilemma of "traditional teaching tri-center",and it is necessary to seek a breakthrough of new teaching relationship to achieve the goal of high quality of classroom teaching.Based on the philosophy of practice,symbiosis theory and existential theory,this study understands the teaching relationship as a multidimensional and symbiotic relationship,including the four dimensions of teaching-learning relationship,teacher-student relationship,teacher-material relationship and teacher-environment relationship,and uses the philosophy of practice,symbiosis theory and existential theory as the theoretical basis,combined with the previous literature research,to compile a questionnaire on the teaching relationship in elementary school classrooms.Through questionnaire,interview and observation methods,we analyzed the current situation of teaching relationships in elementary school classrooms and found that in the relationship between teaching and learning,teachers lacked attention to the teaching context,and there was less teaching interaction in the classroom;in the relationship between teachers and students,there was still a tendency to be more knowledge-based,and the authoritative position played by teachers in teaching widened the distance between teachers and students;in the relationship between teachers and teaching materials,teachers regarded teaching materials as the only In the relationship between teachers and teaching materials,teachers regard teaching materials as the only source of knowledge and lack the development and integration of teaching materials;in the relationship between teachers and the environment,teachers lack the understanding of the teaching environment.Classroom teaching relationships are a system of relationships between teaching elements expressed in specific contexts,and because the teaching process involves complex and diverse people,events,and objects,the factors affecting classroom teaching relationships are also very complicated.This study starts from the demographic variables related to teachers and synthesizes the survey results and interviews to summarize that there are three main levels of influencing factors in the development of classroom teaching relationships.At the macro level,they are the national teacher title evaluation system,teacher professional standards,and teacher training methods;at the meso level,they are the educational values and environment promoted by the school;and at the micro level,they are the teaching philosophy of individual teachers and the collaborative and reflective ability of the teacher community.The three levels of influence are also used as the basis of practical support for the next proposed countermeasures to improve the relationship between teaching and learning in elementary school classrooms.At the macro level,the state should optimize the title evaluation system to enhance teachers’ commitment to teaching relationships;optimize teachers’ professional standards to increase the content of teaching relationship construction;and reform teacher training methods to increase training on teaching relationship construction content.At the meso level,schools should adhere to moral education and update teachers’ teaching values;create a democratic cultural atmosphere and develop new teaching relationships;and bring into play the role of model teachers and carry out exchanges of teaching relationship experiences.At the micro level,teachers should strengthen personal training to transform the concept of discipline education;participate in community training to establish the concept of teaching relationship leading classroom practice;carry out reflective practice to shape the literacy of developing good teaching relationship.