Research On Teacher's Teaching Communication Literacy

Teacher's Teaching Interactivity Competencies are concerned with the sight and discussion of the character and abilities that teachers should possess from the perspective of teaching interactivity.From the current state of teaching interactivity,the form of communication has indeed changed from teacher-centered to the teacher-student dialogue mode,but responsive communication has not constructed an active and constructive interactivity mode from the axiological level.With the advent of the era of artificial intelligence,part of the work of teachers has been replaced by robots or some technical means,but its weakness is that they work without human affective intercommunication and humanistic care,and unable to understand students' spiritual world,which makes us more aware of the importance of teaching interactivity.In recent years,the publication of documents on the construction of teaching staff has also emphasized the importance of teacher's character and ability from various perspectives.Specifically,in the practice of teaching interactivity,these documents can also serve as a call,appeal and action benchmark for teacher's teaching interactivity competencies.As a phrase,teacher's teaching interactivity competencies include a combination of three concepts: teacher,teaching interactivity and competency.From the grammatical point of view,the relationship between them is modifiable and restrictive;from the point of view of the construction mode,it could be comprehended as “the who,what,when and where”.Therefore,teacher's communicative interactivity competencies in teaching refer to the quality and ability that teachers consciously form and constantly optimize in the activities of interacting with students,helping students and interpersonal perception in classroom teaching according to the objective requirements of teaching principles.Based on the characteristics of teacher's professional characteristics and teaching interactivity activities,this study considers that teacher's teaching interactivity competencies have the characteristics of stability and development,consistency and difference,self-serving and other-serving.It is of great value to teacher themselves,which is reflected in the formation of reflective attitude,the improvement of interpersonal intelligence,the understanding of their professional ethics and the control of their teaching behavior in teaching interactivity;to students,their literacy level,active cognitive ability,sound personality development and communicative ability can be developed well;and for teaching,it can achieve good results,efficiency and efficiency based on the goal of “human growth”.Based on the analysis of the characteristics of teaching interactivity,and on the basis of relevant theories,extracting key words in current policies,referring to the research results of existing studies and consulting experts,this paper holds that the elements of teacher's teaching interactivity competencies include the following four aspects: knowledge competencies,communication competencies,assistance and support competencies and interpersonal perception competencies.Among them,knowledge competencies include three secondary dimensions: specialized knowledge,information technology and knowledge transfer;communication competencies include three secondary dimensions: attention,listening and verbal communication;assistance competencies include two secondary dimensions: helping students learn to learn and understand themselves;interpersonal perception competencies include three secondary dimensions: understanding students,self-perception and interpersonal attraction.It is found that knowledge competencies,communication competencies,assistant competencies and interpersonal perception competencies are the prerequisites,performance,key and condition of teacher's teaching interactivity competencies.Further analysis of the correlation among them by questionnaire shows that they are significantly positively correlated and have high consistency with each other.It is divided into different dimensions for analysis,but the dimensions are interrelated and synergistic.This study uses case studies to analyze the development process of teaching interactivity competencies of three primary and secondary school teachers in Baotou City,Inner Mongolia.By understanding their life events,teaching events and significant others,this study investigates teacher's teaching interactivity competencies in their life and teaching relationship,and digs into the truth behind it,so as to show the development track of teacher's teaching interactivity competencies through vivid events.From the case studies of the three teachers,the following conclusions are drawn: teacher's teaching interactivity competencies are constructed and developed in the interaction of teacher's original teaching interactive experience,personal teaching interactive practice and relevant teaching interactivity theory;the formation of teacher's teaching interactivity competencies are a process of self-selection,self-guidance and self-learning;the formation and development of teacher's teaching interactivity competencies need external support from the professional development community.According to the characteristics of the development of teacher's teaching communication literacy,the development of teacher's teaching interactivity competencies are divided into basic stage,promotion stage and advanced stage.Through the analysis of the characteristics and development motivation of each stage,it is found that the teachers at the basic stage show the characteristics of knowledge structure lacking practical knowledge,knowledge transfer being the main method in teaching communication,communication difficulties between teacher and students,and cognitive instability of “possible self”;the teachers at the promotion stage show the characteristics that the knowledge structure is gradually enriched,the value of knowledge development is emphasized,communication with students is effective and the goal to expand the depth and breadth of teaching interactivity can be met;teachers at the advanced stage show extensive and profound knowledge structure and knowledge integration ability,high knowledge transfer ability,deep teaching of high-level thinking,learning-driven teaching communication model and the value of leading role of teacher's character.The dynamic factors that promote the development of teacher's teaching interactivity competencies in different stages also show certain regularities.In the basic stage,teacher training,as an external motivation,plays a major role.Of course,teacher's teaching enthusiasm,learning motivation,perseverance and ability are the internal driving forces to promote them to jump to the new stage,also play an important role;at the promotion stage,there are obvious signs of transforming from external motivation to internal motivation.For example,teacher's professional identity has begun to play a role,learning and learning ability has been significantly improved,and practical wisdom has also been prominent performance;at the advanced stage,almost all the driving forces of development are transformed into internal ones.Personal achievement and responsibility promote sustainable development of teachers,the pursuit of value becomes the spiritual driving force for them to continue their efforts,the self-development force consisting of belief,learning and transformation is the inner force of their continuous development.The development of teacher's teaching interactivity competencies is influenced by many factors.The idea of life-long education,the value of communication between teachers and students,the learning society and the cooperative development community provide the idea support and practice platform for the development of four elements of teacher's teaching interactivity competencies.However,the inherent limitations of teachers' professional learning community,the simple thinking in the integration of technology and teaching also restrict teacher's teaching interactivity competencies from the basic stage to the advanced stage to a certain extent.Finally,this study proposes strategies to improve teacher's teaching interactivity competencies: promoting the development of teacher's teaching interactivity competencies in terms of the guarantee system of teacher's professional development by playing the leading rule of relevant education departments and establishing an educational system of teacher-student interaction;improving teacher's teaching interactivity competencies from the external drive of development space by providing an academic environment and creating a community atmosphere;realizing the real change of teacher's teaching interactive ideaology from concept to behavior by changing teachers' understanding of teaching communication,constructing a respect-understanding-dialogue way of interactivity between teachers and students and constructing an individual teaching communication philosophy.