Research On Teachers' General Educational Competence And Its Development

Teachers are the foundation of education.In the history of human civilization,"teacher" is no longer just the name of a profession,nor is it just a reference to a group of people."Teacher" has been endowed with a historical mission because of the accumulated deposits in the history of human civilization.The destiny of the country,the happiness of the people and the mission of teachers are more closely linked than ever before.For the country and the nation,teachers should not only shoulder the responsibilities of teaching and management,but also play the role of "educating people" in accordance with the actual needs of the construction of socialism with Chinese characteristics in the new era.This requires teachers to shoulder the responsibility of cultivating talents needed for the construction of a strong socialist country from the perspective of history,so as to achieve the "unity of teaching and educating" in their own practice.However,considering the reality,one of the dilemmas faced by education is that "the quality and ability of teachers are difficult to adapt to the needs of talent cultivation in the new era,the ideological and political quality and the level of teachers' ethics need to be improved,and the professional level needs to be improved".In 2014,the Ministry of Education issued the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Talents Through Moral Education,which clearly pointed out that there was a problem in the ranks of Chinese teachers that "the awareness and ability of educating people need to be strengthened".Therefore,it is necessary to clarify the general educational competence that enable teachers to be competent for the important task of educating people.This study focuses on the essence,state and development of teachers' general educational competence.Teachers' general educational competence is a new concept born in the historical and cultural context of China,with historical and practical attributes.However,there are few researches on it.In view of this,the questions to be explored in this study include: What is the connotation of teachers' general educational competence? What is the meaning of its existence as a value? What are its specific basic components? How do they educate people? What is the development course of teachers' general educational competence? What are the problems in this process? What are the factors influencing the development of teachers' general educational competence?Combined with practice,how to optimize the path of teachers' general educational competence development? What kind of guarantee system is needed? Focusing on these problems,this study comprehensively uses a variety of research methods to reveal the connotation of teachers' general educational competence and clarify the practice pattern of teachers' general educational competence.Firstly,from the perspective of context theory,this paper explores the cultural origin of teachers' general educational competence from Chinese cultural tradition.Through the analysis of cultural context,it is found that teachers' general competence of educating people is the inheritance of the traditional ability of "moral cultivation" in Chinese culture of educating people.However,in the historical context of the new era,teachers' general ability to educate people has surpassed the traditional ability of "moral ability" and is directed to the competence of promoting people's all-round development.From the analysis of etymology,teachers' general educational competence belongs to the category of ethics,which reveals the "parent-child" relationship between teachers and students.Therefore,the general educational competence is a teacher's influence on students in a broad sense.In the historical context of the new era culture,teachers' general educational competence refers to the comprehensive quality that teachers should possess to cultivate students' sound personality and help students develop healthily and comprehensively with human cultural achievements such as spirit,morality and knowledge in educational practice.It is the basis for teachers to return to the fundamental purpose of education,promote students' whole person development,enhance teachers' essential power and fulfill the main responsibility of education.Based on the perspective of hermeneutics,this research takes the representative works of famous educators as the analysis text.Focusing on the connotation of teachers' general educational competence,121 items that could mostly reflected the connotation of teachers' general educational competence are included.Summarizing by category,preliminarily determines the constituent elements of teachers' general educational competence,with a total of 12 items in three aspects.By the form of questionnaire survey and expert consultation questionnaire,find out the first level dimension of teachers' general educational competence includes six dimensions: Teachers' professional attitude influence,teachers' personality demonstration,students' life care,students' development guidance,educational process leadership and educational wisdom action.The second level dimension includes 17 items,such as scrupulously abiding by their duties,being honest and cautious,and rigorous in academics.The third level dimension includes code of conduct,proper behavior 44 items,such as learning guidance.Those constitute a three-level and six-dimensional structural system of teachers' general educational competence.Through analysis,there are some basic characteristics of teachers' general educational competence,such as universalism of the objects,the maturity of the final subjects,multiplicity of the methods,mutual supplement of factors,implicity of the influence,and continuity of effectiveness.Through the methods of interview and observation,this paper studies the develop process of teachers' general educational competence.Based on the results of interviews with 20 teachers,the development of teachers' general educational competence generally can be divided into four stages: role adaptation stage,role identity stage,role consciousness stage,and role reflection stage.The development of teachers' general educational competence has four characteristics: practice,situationality,reflexivity and embodiment.Through interviews and observations,it also revealed that the personal factors promoting the development of teachers' general educational competence include self-development consciousness,correct understanding of education,strong learning ability and good learning habits,conscious action,and positive reflection.The contextual factors that promote the development of teachers' general educational competence include colleagues,famous teachers and experts who can learn from others,school education culture,students' current situation and social emotional support.The intervention factors to promote the development of teachers' general educational competence include teacher training,educational competition,social emergencies and educational accidents.It is another important content of this study to find out the problems of teachers' general educational competence in practice.Therefore,from the perspective of phenomenology,this study starts with the analysis of "symptoms" such as phenomena and facts,summarizes the problem representation of teachers' general educational competence,and further reveals the essence of teachers' general educational competence by logical analysis and realistic investigation.The problem representation of teachers' general educational competence includes four aspects: failure of teachers' education behavior,superficial education,random education and one-sided education.Through careful analysis of them,it can be found that the problems existing in teachers' general educational competence include: the general educational competence level of teachers is not high on the whole;in terms of the cognition of general educational competence,there are some problems,such as the ideal tendency of teachers' cognition of general educational competence,the biased ontological cognition of general educational competence,and the utilitarian cognition of general educational competence;in terms of the structure of general educational competence,there are some problems,such as structural imbalance and usurpation of functions among structural elements;in the general educational competence performance,the general educational competence performance of teachers should not match the teachers' role,and the general educational competence performance can not form a good teacher image;in the development of teachers' general educational competence,there are problems such as lacking of development motivation and the unclear development direction.The internal causes of these problems include teachers' deviation in understanding of the value of general educational competence,teachers' habitual fixation,and job burnout.External causes include the ills of a nurturing culture,heavy workloads and the stress of taking exams.Based on the influencing factors of teachers' general educational competence development and the causes of the problem of teachers' general educational competence,this paper puts forward that optimizing teachers' development path and constructing the guarantee mechanism of teachers' general educational competence.Firstly,the logical basis of optimizing the development path of teachers' general educational competence includes knowledge base and teachers' role positioning.The knowledge base includes the educational action knowledge,situational knowledge,educational policy knowledge,teachers' self-knowledge,extensive social and historical knowledge,and educational thought knowledge.The roles of teachers in the development of general educational competence include active learners,reflective practitioners,innovative actors and experience sharers.The development of teachers' general educational competence can be divided into two paths: one is based on individual and the other is based on community.The strategies of optimizing individual based path are to carry out intentional learning for the purpose of educating people,strengthen the management of educational knowledge and form an educational knowledge system,analyze the key events of education and improve the practice competence of general education competence,research in-depth to develop of teachers' general educational competence.The strategies to optimize the community-based path include seeking consensus on education and forming a common basis for the development of teachers' general educational competence,paying attention to differential communication and improving the internal mechanism to promote the development of teachers' general educational competence,cultivating the spirit of contract and maintaining the collective aspiration of the development of teachers' general educational competence.Therefore,the guarantee of teachers' general educational competence includes intellectual guarantee,psychological guarantee and action guarantee.They provide teachers with intellectual support,emotional care and action space for the development of general educational competence.Based on the needs of the times of educational practice,this study explores the connotation,elements and development process of teachers' general educational competence,which is helpful for teachers to reflect from practice and recognize and improve their own general educational competence.At the same time,it reveals the factors that influence the development of teachers' general educational competence and makes attribution to the existing problems,which is helpful for the relevant education departments and schools to provide more effective guarantee for the development of teachers' general educational competence.