Research On The Reading Teaching Learning Ability Of Junior Middle School Chinese Teacher

Learning to learn is one of the important goals of current education and curriculum reform,and educators should first be good at learning to guide students to learn to learn.The learning power of teachers is an important manifestation of teachers’ ability to learn and can learn,and it is an inexhaustible driving force for teachers’ professional development.In addition,there is a gap between urban and rural teachers,and the learning problem of rural teachers should be more concerned.At present,the research on teachers’ learning power is mainly quantitative research and lacks a certain disciplinary background,so this study chooses to adopt a qualitative research method to study the learning power of three language teachers in rural middle schools.In order to make the research more relevant,and because reading accounts for the largest proportion of language teaching,this study focuses on how teachers learn how to teach reading.Based on the existing conceptual framework of learning power,this study divides teachers’ learning power into three dimensions: learning motivation,learning perseverance and learning ability,and explores the different manifestations and influencing factors of individual teachers’ learning power,which has important theoretical and practical significance for enriching the theory of teachers’ learning power and improving the level of teachers’ learning power.In this study,three language teachers from J Junior High School in Z City were selected as case study subjects,Z City has always attached great importance to the development of basic education and the improvement of teachers’ professional development,and has a strong tradition of educational reform and teaching research,and was selected as the Basic Education Comprehensive Experimental Zone of the Ministry of Education in 2021,which is the only county-level city among the 12 experimental areas.J Junior High School is an advanced school for experimental teaching in the city and an advanced school for classroom reform in the city.The three selected case teachers,namely novice teacher S,skilled teacher Z and expert teacher L,all show strong learning power in education and teaching,and are typical and representative.This study analyzes the different performances of case teachers’ learning power in the process of reading instruction through document archiving,observation and interview.The study found that novice teacher S is generally motivated by the pursuit of progress and strong learning demand.In terms of learning perseverance,the overall manifestation is active and conscious learning,but learning is fragmented.In terms of learning ability,the overall manifestation is insufficient teaching experience,and the learning content is difficult to transform.Skilled teacher Z is generally committed to pursuing development in terms of learning motivation and has strong intrinsic motivation.In terms of learning perseverance,the overall performance is to actively solve difficulties,and learning lacks systematic.In terms of learning ability,the overall performance is selective borrowing and absorption,and active creation and application.Expert teacher L is generally shown in his love of teaching and active adaptation to changes in terms of learning motivation.In terms of learning perseverance,the overall performance is to implement lifelong learning and update knowledge in a timely manner.In terms of learning ability,the overall performance is to actively accept inquiry and grasp teaching as a whole.According to the different performance of individual teachers’ learning power,the author analyze the factors affecting teachers’ learning power from their own level and external level.Based on the performance characteristics analysis of the learning power of case teachers’ reading instruction,six conclusions are drawn: First,case teachers have a clear understanding of the learning needs of reading instruction and have a strong intrinsic motivation to learn.Second,case teachers have insufficient learning planning for reading instruction,and the learning system is slightly weak.Third,case teachers pay more attention to the learning outcomes of reading instruction and do not reflect comprehensively.Fourth,case teachers have a strong awareness of problems in the learning of reading instruction,and there are differences in innovative practices.Fifth,case teachers lack cooperative learning opportunities in reading instruction,resulting in self-study.Sixth,teachers’ learning of reading instruction gradually deepens with the improvement of professional development.This study puts forward suggestions for improving teachers’ learning power from the individual levels of teacher,such as formulating learning plans,constructing knowledge systems,improving self-learning evaluation and reflection,and external support levels such as ensuring teachers’ learning time,standardizing the organizational form of teacher training,and accurately designing training content.