The Teaching-regulated Ability Development Mechanism And Evolvement Of Primary And Middle School Teachers

As the inheritor of human civilization, teacher plays an important role in promoting the quicker and better development of education cause and fostering high-quality talents. Without a high quality education ,there will be no high-level teachers. High quality teachers is the excellent educational teaching ability that reflected by their practical teaching activities. And teaching-regulated ability is the key element of the teachers'quality composition.For improving teachers'quality , it is a key to develop the capacity of teaching-regulated ability fundamentally.The past studies focus on the teaching-regulated ability of static structure, influence factors, intervention methods, training mode and so on. There is a lack of research to teaching-regulated ability as a system to study the law of its dynamic development and the transitions of every development stages. In this study, the author is intend to adopt the nonlinear dynamic system to study the dynamic evolution characteristics of the teaching-regulated ability system of primary and middle school teachers and carry out quantitative calculations . For making use of these parameters in the nonlinear dynamic model to accurately describe the dynamic characteristics of the teaching-regulated ability in different development stages and explore the possibility of the nonlinear dynamic paradigm in the study of teaching-regulated ability of the primary and middle school teachers.The study found that monitor system of the primary and middle school teachers'ability include five subsystems as teaching-monitoring ability, teacher efficacy, teaching motivation, teachers'personality traits and teaching style. And teaching-regulated ability is the main part of the system. Teacher'personality traits is the first influence factors of teaching-regulated ability. Teacher efficacy and teaching motivation are the dynamic factors of teaching-regulated ability as the subjectivity and positivity of teachers in the teaching activities . Teaching style is the main symbol of its mature development.Using Teaching-regulated ability Scale, Teaching efficacy Scale, Teaching Motivation Scale, MBTI, & Thinking Styles in Teaching Inventory , these classical scales at home and abroard as the measurement tools to collects the data. The primary and middle school teachers as subjecs tcome from Shanghai, Shenzhen , Lanzhou and graduates who studied in the normal university and have experienced the education practice as a test for raw data collection . Among them, the title of grandmaster and senior, in more than 15 years seniority, received the honorary title of colonel or above and awards, participated in research projects at the city level and above, as well as scholarly articles or published works as the expert teachers , seniority in the 0 ~ 5 years, as well as the title of primary teacher graduates as novice teachers, in between the two teachers as proficient teachers. The basic distribution as follows: 87 novice teachers; 121 proficient teachers; 64 expert teachers. There are a total of 272 subjects. Using deduce statistics and methods of nonlinear dynamics. The main conclusions are as follows:1. The expert teachers are better than the novices and the skilled teachers about teaching-regulated ability, the teaching efficacy, the teaching motivation , and the skilled teachers is better than the novices.At the facor of the teaching-regulated ability, with the continuous improvement and development of teaching experience and skill , the general teaching efficacy and personal teaching efficacy are also development.In teaching styles , the expert teachers in legislative, liberal, judicial, global styles are superior to the novices and the skilled teachers . So we can believe that the teaching efficacy and the teaching motivation are key factor for the growth of teachers , becoming the expert teachers and developing teaching-regulated ability for primary and middle school teachers . The teaching style is a a symbol to become the expert teachers .2 .There are advantage personality traits for primary and middle school teachers, and the three types in the sense of community - thinking– to determine (STJ)are higher than the distribution of personality traits based on the crowd in the distribution of aggregate. Three types of teachers in the STJ of MBTI personality types SSR values are increased gradually . The advantage personality traits of primary and middle school teachers (STJ) gradually strengthen for the novices becoming the expert teachers. That is, the novices do not yet show advantage personality , when the novices become the skilled teachers and the expert teachers , in the development , teachers show STJ personality traits t gradually .We can draw a conclusion that the profession of teachers shape personality traits. The manifestation of STJ is: passion, socialization, responsibility, caring, committing to the grasp of the facts, stress practical, the capability fo completing the task, plans, and complying with the order.3. Ising Model, Maser equation and Fokker-Planck equation are the efficient tools in exploring the evolution and development of teaching-regulated ability system. The dynamic parameters of the evolution of teaching-regulated ability that novice teachers becoming the proficient teachers are k? =0.08 and?? =-0.0196, which means the synergistic effect of the elements of monitor system have never formed. We must continuously using x which meets the condition of s- y ?k?x ??0 to judging the probability of critical point. Before the system exceeds it, the novice teachers should accept the general training of teaching-regulated ability. While the system exceeds it, we should according to the probability distribution to find the best action point of the development of teaching-regulated ability to attain the high efficacy and high pertinence train. In this way, we can timely and accurately grasp the development and evolution of teaching-monitor ability of primary and middle school teachers. This is the main advantageous of nonlinear dynamic method different from the traditional psychological measurement.4. The dynamic parameters of the evolution of teaching-regulated ability that proficient teachers becoming the expert teachers are k =6.152,s =-0.636, the system at the bifurcation state, and there are several possibilities for the development , which provide a two– possibilities for teachers to grow continuely .On the one hand, there is a denial of the mechanism of non-system changes in accidents inertia force for the system itself at this time, teachers do not want to change the existing religious and customary ,which is such a state of the external performance ,and that is in the development of the bottleneck. On the other hand , teachers would like to further expand the level of their professional development and become experts .These need to break the routine, a breakthrough teaching habits that has been used in the practice and try new ideas. Then we can also find the best point of the development based on the probability of teaching-regulated ability.