Research On The Competency Of Junior Middle School Music Teachers

Teacher competency is an important part in teachers' professional development and plays an important role in teachers' lifelong development.Music is an important part of school aesthetic education,which has its own specialty.Music teachers in junior middle schools are responsible for improving students' quality,promoting students' all-round development and training qualified successors in social construction.It also plays an important role in promoting the all-round development of students and fulfilling the fundamental task of "cultivating people by virtue".At present,the quality and ability of some junior middle school music teachers are insufficient,and their competency on their own work is a big problem.Therefore,it is of great significance to study the competency of music teachers.The main purpose of this paper is to construct the element system of musicteacher competencyof junior middle school.Starting from the three dimensions of literature,policy and teachers,this paper makes a theoretical discussion on the element system and mutual relationship of the music teacher competency in junior middle school,among which the literature and policy dimension belong to objective dimension,while the teacher dimension belongs to subjective dimension.Through the combination of subjective and objective dimensions,this paper comprehensively sorts out the elements,system construction and internal logic of music teacher competency in junior middle school,thus constructing a relatively complete competency model.This paper comprehensively uses the research methods such as literature method,critical event interview method and Delphi expert method to summarize the elements of teacher competency from an empirical perspective,ensuring the scientific and effective research.On this basis,this model is empirically studied to reveal the problems existing in the music teacher competency in junior middle school,analyze the reasons,and put forward countermeasures.This paper discusses the following issues: the introduction part mainly analyzes the background of the research on the competency of junior middle school music teachers and the necessity of carrying out relevant research,puts forward the concept of the competency of junior middle school music teachers,expounds the research problems and research contents,and introduces various research methods used in this paper.In the first part,based on the literature dimension and using the literature analysis method,the author sorts out the core concept category and constituent elements of music teacher competencyof junior middle school,and preliminarily establishes the element system of music teacher competency of junior middle school.The second part,from the policy dimension,integrates the key expressions of music teacher competency in various documentsby means of text analysis.Combined with the conclusion of the literature analysis in the previous part,it further expands the system of elements of music teacher competency of junior middle school.In the third part,starting from the subjective dimension of teachers themselves,the key event interview method is used to summarize the components of teachers' competency at the subjective cognition level,and the results of previous studies are integrated to further enrich the competency system of junior middle school music teachers.The fourth part is the core part of this paper.Through the Delphi method of expert interview,the competency elements obtained in previous studies are sorted out,summarized and improved,and the model is built by combining the analytic hierarchy process.The competency model of junior middle school music teachers includes 5 first-level elements: "comprehensiveknowledge","personal characteristics","teaching skills","internal motivation" and "social ability";28 secondary elements: "Music subject professional knowledge","humanities social sciences knowledge","other discipline knowledge","respect","confidence","ethics" and "reflection","integrity","tolerance","perseverance","music professional teaching skills","music teaching ability","scientific research capacity","achievement orientation","dedication consciousness","responsibility","interpersonal understanding and communication","self-control","independent","cooperation ability","information seeking","autonomous learning","self-assessment","managementability","thinkingability","initiative"," heightened awareness" and "coping capacity".The fifth part tries to realize the regression from theory to practice.Based on the results of previous studies and based on the model established before,The Self-Assessment Questionnaire for Junior Middle School Music Teachers' Competency Levelwas designedto investigate the status quo of the competency of junior middle school music teachers and verify the practicability,applicability and objectivity of the competency model of junior middle school music teachers.And the theory is returned to practice,to solve the music teacher competency,junior middle school music teacher training,retention and promotion and other specific problems.The results showed that the juniormiddle school music teachers who participated in the questionnaire had a higher overall evaluation of their competence,while each teacher attached different importance to each secondary element,indicating that there was a large gap in some competency elements.The results also show that there are significant differences in the overall scores of self-evaluation and the scores of the first-level elements among the music teachers of junior middle schools in different grades,teaching ages and titles,among which the differences are the greatest among the music teachers of junior middle schools with different educational backgrounds.In addition,the reliability and validity test results of The Self-Assessment Questionnaire for Junior Middle School Music Teachers' Competency Level are good.The overall alpha coefficient of the scale is 0.9768,which shows that this model can not only be applied to the research on the competency level of music teachers in junior middle school,but also it can provide an evaluation basis for thedepartments of education and schools to carry out the competency assessment and performance management of junior middle school music teachers,as well as the admission,recruitment,training and withdrawal of junior middle school music teachers.