Research On The Current Status And Optimization Strategies Of Primary School Chinese Teachers' Teaching Competenc

Primary school Chinese teachers are an important part of China’s teaching force,and their level of teaching competence will be directly related to the quality of school education and the development of the overall quality of elementary school students,improving the teaching competence of Chinese teachers is also the core content of the construction of Chinese teachers.The continuous promotion of basic education reform in the current new era has brought new requirements and challenges to the teaching competence of primary school Chinese teachers,and there are certain shortcomings in the current research on teaching competence of primary school Chinese teachers.Therefore,investigating and studying the reality of primary school Chinese teachers’ teaching competence,can not only enrich the theories and research results related to the current stage of primary school Chinese teachers’ teaching competence,but also promote current primary school Chinese teachers’ professional development,improve their own competence level for the current Chinese teaching activities,so as to better foster students’ virtue through Chinese teaching activities.By summarizing existing research literature and combining the regulations of relevant policies,this study established the basic survey dimensions of primary school Chinese teachers’ teaching competence.On this basis,through the questionnaire survey method,interview method and observation method to investigate primary school Chinese teachers’ teaching competence in Q city,and it was found that the overall teaching competence of primary school Chinese teachers in Q was at an average level,with more room for improvement.Through further analysis of the current situation,it was found that the teaching competence of primary school Chinese teachers has problems such as inadequate professional knowledge;weakness in some teaching abilities;the level of teacher morality needs to be improved;deviations in professional philosophy;poor teaching personality traits,including insufficient teaching charisma,detached teaching interpersonal relationship,and insufficient intrinsic motivation for teaching.The main reasons for the above problems include the weak consciousness of primary school Chinese teachers’ self-development,schools’ negligence in managing Chinese teachers’ teaching competence,and unreasonable training mechanisms of the pre-service training institutions.In response to the above problems and causes,this study puts forward targeted optimization strategies from three aspects: primary school Chinese teachers themselves,serving schools,and pre-service training institutions.First of all,the primary school Chinese teachers exert the initiative of independent development is the key.On the one hand,teachers should enhance their awareness of independent development and practice the concept of lifelong learning;On the other hand,they should improve their teaching reflection ability and accumulate effective teaching experience.Secondly,serving schools strengthen the training and management of Chinese teachers’ teaching competence is the guarantee.Schools should optimize school-based training,deepen Chinese school-based teaching and research,carry out teaching competence contract development activities,reasonably arrange teachers’ work tasks,and increase the support of development resources.Finally,pre-service training institutions optimize the training mechanism is the prerequisite and foundation,the curriculum system should be actively optimized and the management of off-campus practice should be improved.