Research On The Improvement Of Junior Middle School English Teachers Educational Ability From The Perspective Of Core Literacy

The "core literacy" was first proposed in the Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Moral Education,which was issued in 2014,and put it on the basis of deepening the curriculum reform and achieving the goal of foster character and civic virtue,which marks that the curriculum reform of our country has entered the "era of core quality".The English Curriculum Standards for General Senior High Schools(2017 Edition)clearly points out that the goal of English curriculum in senior high schools should be transformed from "comprehensive language use ability" to "core English discipline accomplishment".Thus,cultivating students’ core competence of English subject has become the key goal of English subject teaching under the background of deepening curriculum reform.However,there are essential differences between traditional English teaching and the cultivation of core English literacy: Traditional English teaching focuses on knowledge rather than ability,while core literacy teaching focuses on essential character and key ability.English teacher is the core leadership of English literacy education,their comprehension on the subject of core literacy is directly related to the quality of the students form discipline core literacy and effects.Therefore,it is an effective breakthrough to deepen the reform of English curriculum and promote the realization of the core competence of English subjects by improving the key teaching ability of English teachers based on the core competence of English subjects.Especially in the whole elementary education of junior high school,it is of great significance to clarify the structure of English teachers’ key teaching ability from the perspective of core literacy.In order to construct the teaching ability of junior high school English teachers from the perspective of core literacy,this study preliminarily clarified the connotation and extension of core literacy of English subjects,as well as the general teaching ability structure of teachers in the stage of basic education on the basis of reading relevant literature.At the same time,combining with the background of the current new curriculum reform policy,the Outline and Standards of Middle School English,and taking the core English literacy of middle school students as the main analysis basis,the key teaching ability structure of middle school English teachers from the perspective of core literacy is finally obtained,they are English language knowledge and skills,teaching research and reflection,cognitive ability of teaching,teaching design ability,teaching evaluation and teaching implementation ability,and summarize the new connotation of each teaching ability through the content of the students’ subject core qualities.Under the six latitude of junior middle school English teachers ability,the study compiled questionnaires for students and teachers in the survey of junior middle school English teachers’ teaching ability,and tested them based on the previous research on the structure of teachers’ teaching ability.On this basis,it is distributed and investigated in two junior high schools of different sizes in Chongqing.What’s more,three English teachers from these two schools were interviewed to explore the current situation and prominent problems of junior high school English teachers’ teaching ability.Through comprehensive analysis of the recovered research data,it is found that there are the following problems in the English core literacy education of junior high school: The cognition of the relationship between core accomplishment and teaching ability is fuzzy;The teaching level is uneven,and the core quality education is seriously stratified;The development of junior high school students’ core English literacy is facing the bottleneck.The cause of the problem stems from the lack of personal reflection consciousness of teachers and the lack of teaching and research motivation.Lack of awareness of independent development,limited development of teaching ability;Core literacy understanding deviation,exam-oriented education tendency is serious.In order to solve the above problems,this study proposes six countermeasures from two aspects of teachers and schools:1.Deepen the understanding of the English core literacy education in junior middle school.Correctly understand the value of English discipline and return to the standard of "educating people";Establish a comprehensive and integrated view of the core quality of the subject,and strengthen the awareness of the core quality of English.2.Consolidate English language knowledge and strengthen subject teaching skills.Breaking the view of language knowledge that books come first;Strengthen teaching skills based on the characteristics of junior middle school English subjects.3.Advocate the guidance of new curriculum standards and form a new quality of teaching design.First of all,we should break through the discipline boundary and establish the correct English curriculum concept.Then,we need to strengthen policy publicity and build a shared learning platform.4.To promote professional development through reflective teaching and improve teachers’ ability of independent research.The school creates a learning atmosphere conducive to reflective teaching by guiding theory and finally implementing it in teaching practice.Teachers themselves should improve their reflective motivation to promote the growth of expert teachers.5.Pay attention to teachers’ post-service training.Strengthening the consciousness of teachers’ post-service development;Relying on school-based training support;Expand teachers’ learning channels.6.Focus on the perspective of "community" and build a pluralistic teaching evaluation mechanism.Expand the members of the "community" to form a pluralistic evaluation body;Implement the same course is heterogeneous,innovate the teaching evaluation perspective;To carry out the case study and improve the quality of teaching evaluation.This study contains five parts: The first part is the introduction,mainly discusses the background of the topic,literature review,theoretical basis,research design.The second part is the theoretical overview of the teaching ability of junior high school English teachers from the perspective of core literacy,and the construction of the structure and content of the teaching ability of junior high school English teachers based on the core literacy.In the third part,English teachers from two junior middle schools in Chongqing were investigated and interviewed by self-designed questionnaires,to analyze the current teaching ability of junior high school English teachers from the perspective of date.The forth part is to find the exist problems of teachers’ teaching abilities from both students and teachers’ perspective.The fifth part puts forward the cultivation measures from different ability dimensions.This study is based on middle school English classroom teaching from the perspective of core English discipline literacy,aiming to clarify the key teaching ability structure of middle school English teachers from the perspective of core literacy,it puts forward the strategies for cultivating the teaching ability of junior high school English teachers under the background of core literacy,in order to provide valuable references and suggestions for the implementation of core literacy education of English subjects in junior high schools.