A Study On The Current Situation And Problems Of Teaching Competency Of Upper Elementary School Teachers

Education is the main plan of the country,and teachers are the main plan of education.To realize the people’s aspiration for fair and quality education,we need to build an ambitious team of highly qualified and professional teachers.In February 2019,the Central Committee of the Communist Party of China and the State Council issued China Education Modernization 2035,a document that strategically proposes to build a highly qualified,professional and innovative teaching force in the process of moving toward the modernization of Chinese education and to promote the quality of primary and secondary school teachers.In July 2021,the government issued the"double reduction" policy,which requires that classroom teaching should "reduce the burden and improve the quality" and focus on the development of students’ core literacy.The compulsory education curriculum program and curriculum standards promulgated in April 2022 moved from a disciplinary stance to a nurturing stance,calling for deeper exploration of the unique nurturing functions of each discipline.This shows that as the curriculum reform of basic education progresses,higher requirements are placed on teachers’ teaching,and teachers’ teaching competencies should be updated iteratively.Based on the iceberg model theory,personnel quality assessment theory,and teacher professional development stage theory,the study used literature method,questionnaire survey method,interview method,and statistical method to conduct an in-depth study with senior grade teachers in seven elementary school in Area C of Chongqing.Ten upper elementary school teachers were interviewed to understand the current teaching competency of upper elementary school teachers,so that the study could be deepened and improved.The research data were analyzed and organized by SPSS software,and the following problems of teaching competency of upper elementary school teachers were summarized:difficulty in applying teaching knowledge,weak teaching ability,weak sense of self-development,and personal traits need to be improved,and the details of each problem were elaborated.After analyzing the above problems in detail,this paper proposes the following countermeasures:strengthening teachers’ awareness of self-development in upper elementary school includes raising teachers’ ideological and cognitive level and stimulating their internal drive for professional development;Upper elementary school teachers’ ability to improve teaching includes selecting and integrating teaching contents reasonably and effectively,improving teachers’ ability to train their thinking,mastering the ability to guide students’ knowledge construction,improving the effectiveness of teaching evaluation,and perfecting teachers’ ability to reflect on teaching;Improving the quality of teacher training in the upper elementary grades includes improving the content of teacher training,strengthening the relevance of teacher training,and emphasizing the practicality of teacher training;The creation of a supportive work climate includes reducing teachers’ non-teaching burdens,promoting a diverse teacher evaluation system,and establishing a professional development community for teachers.It is hoped that these countermeasures will further enhance the teaching competency of upper elementary teachers.