A Case Study On The Growth Path Of Chinese Language Research Teachers

China has begun to deepen its reform of the new round of basic education and traditionaleducational concept, education teaching methods and students’ learning styles will be changedfundamentally.As an important participant of the Chinese educational teaching activity in school,the Chinese teachers of primary school should become the researchers to do researches in orderto better cooperate with the new curriculum reform. Teachers make contribution to theimplementation of the new curriculum in the language teaching of elementary school, as well aspromote the progress of new curriculum reform. The research-oriented Chinese teachers inprimary school are those who have a profound language discipline theoretical foundation andstrong education scientific research ability and those who form the scientific ideas of Chineseteaching, make the elementary school language discipline research system, and optimize primaryschools’Chinese teaching.The author adopts case study of qualitative research method, utilize interview method,physical analysis method and choose Li Huaiyuan who conform to the characteristics of theresearch-oriented Chinese teachers in primary school as an example of case study. Through thecase study of teaching and research, as well as the growth path from ordinary Chinese teachers ofprimary to research-oriented teachers, the author explores case growth as factor ofresearch-oriented Chinese teachers of primary school, gain the enlightenment of cultivatingresearch-oriented Chinese teachers of primary school, and provide some feasible developmentstrategy for ordinary language teachers of primary school.The research-oriented Chinese teachers of primary school rely on teaching thought andresearch process of the research object, which can reflect the process of becomingresearch-oriented teachers. The development of the research objects’ teaching thought is in theresearch of the process of teaching practice and teaching reform. It can be gradually improvedthrough three stages of primary school’s Chinese unit teaching, unit as a whole course andoverall education.Through the data analysis of the research object’s growth course of becomingresearch-oriented teachers, the author finds the research object’s growth process asresearch-oriented Chinese teachers of primary school, which mainly from school-days of theobject to making and promoting research findings. According to some turning points of researchobject’s growth path, the author will divide the whole process into the following stages: studentdoing-teaching practice of the early years-new teaching attempts of private schools-accumulation and sublimation of Master of Education-deepening of the teaching research.According to the analysis of the research object’s teaching thoughts, teaching research andgrowth path, we can find that the research object develops from a common Chinese teacher ofprimary school to the research-typed teacher who makes outstanding research results. Thisderives from his clear professional development direction, the good personality, deep reading interest, strong sense of reflection, good teaching and research environment and abundantacademic activities.According to the above analysis of Chinese teacher’s growth path and the factor, the authormainly discusses the following enlightenments of cultivating research-typed Chinese teachers ofprimary school: enthusiasm for primary school Chinese education career, which is the root causeof the study of primary school’s Chinese education teaching and becoming the elementaryschool’s research-typed teachers. Elementary school language teachers can find the advantagesand disadvantages of teaching activities through reflective teaching, understand students’learning situation and even reflect on their teaching idea. Educational action research encouragesteachers to be researchers and it is the main way to study for the research-typed teachers.Learning educational research methods and reserving the necessary educational scientificknowledge are the forerunner conditions of teaching research for primary school’s Chineseteachers. The language teachers of elementary school should pay attention to cultivate theconsciousness of lifelong learning and have the awareness of learning when complete theteaching mission, as well as raise their professional skills and cultivate the ability of research.Schools should attach great importance to the communication and discussion of primary school’sChinese teachers, create the loose teaching environment, cultivate self-developmentconsciousness, fully motivate primary school’s Chinese teachers to do research and provide vastspace for teachers’ teaching researches. School teaching practice and institutions of higherlearning experts’ research topics can form a community, and under the guidance of experts andthe process of communication with each other, it can improve primary school Chinese teachers’research ability and drive the process of primary school Chinese teachers’ teaching researcheffectively.