Research On Improving Teaching Quality And Reducing Students’ Academic Burden From The Perspective Of Teacher’s Knowledge

The over-burden of compulsory students’ academic is an objective existing problem and a heated educational issue,which has been attracting high attention and needs to be solved immediately. The over-burden of students’academic not only do harm to students’ healthy growth and smooth development, but also is not conducive to the effectively training of students’ innovative spirit and practical ability, and will hinder the smooth implementation of quality education and the continuous promotion of new curriculum reform. In the long runJ, this will have a negative effect on the smooth realization of the "Chinese dream", and bring serious harm to our country’s development and the nation’s future. And only with collaborative efforts of the related aspects, can we have the chance to solve this problem. But any problem has its key and core, and this may be the breakthrough to solve the problem reasonably and effectively.In this study, by a questionnaire survey of 600 of two junior middle schools in X City, Henan province, and conducted some interviews with part of the students and their teachers conducted interview, got the current situation of students’academic burden through statistical analysis of the investigation data. At the same time, launched a network research activity on the Southwest University distance learning platform of primary and secondary teachers, for the purpose of knowing how teachers’ knowledge affect students’academic burden, and how to construct systematic and rich teachers’ knowledge, there were 492 front-line teachers participated in the activities and made positive responses and effective interaction. And based on this, through a analysis of the multidimensional relationship between classroom teaching quality and student academic burden, this study found that different levels of the construction of teachers’knowledge may lead to the different degree of students’cognitive and emotional effort of students during their correctly understanding and reasonable internalization of the same content, which will result in different teaching quality and students’ different academic burden, and constructing systematic and rich teachers’knowledge is the key to implement a high quality teaching while the students with light academic burden.Firstly, this study attempted to take teachers’knowledge as the breakthrough point, explored the impact of teacher’s knowledge on classroom teaching quality and students’ academic burden. As the constituent elements of teachers’ knowledge, the ontology knowledge, conditional knowledge and practical knowledge respectively answer and solve the problem of "what", "why" and "how" in teaching, and only with the alloy of these three elements can teachers’knowledge acquire the maximize effectiveness, the shortage of any part of it will lead to the low teaching quality and over-burden of students’academic.Secondly, analyzed the mechanism of teachers’ knowledge on improving teaching quality and lightening students’ academic burden. First, the structure mechanism. Teaching behavior is the medium of teachers’ knowledge on classroom teaching and student studies, the rationality of teaching behavior will effect its guidance to classroom teaching and student studies, which will directly determine the quality of classroom teaching and the weight of the student academic burden. Having a systematic and complete teachers’ knowledge is the premise and key to effective teaching behavior. Second, the operating mechanism. When the construction of teachers’knowledge is insufficient, they tend to regard teaching process as the implementation of preset plan, and implement behavior goal-oriented text-teaching. Besides, they’ll see students’ learning as a process of "stimulus-response", and the core of teaching is to effectively control the students’behavior. Otherwise, teachers will regard teaching as dynamic process based on preset plan, and they will fully respect and exert students’ subjective initiative, conduct generative goal-oriented and performance goal-oriented student-based teaching, and pay attention to the guidance of students’learning process, guarantee the improvement the teaching quality as well as the reduction of the students’ academic burden. Third, the catalytic mechanism. The teachers’ideals and beliefs plays a catalytic role in the efficacy of teachers’knowledge on improving teaching quality and lightening students’academic burden.When a teacher has constructed a systematic and rich knowledge, firm ideals and beliefs are the keys to ensure him or her to implement a classroom teaching with high quality and light students’ academic burden.Thirdly, put forward the optimization strategies of teachers’knowledge to improve teaching quality and lighten students’academic burden. First, a perfect structure of cognitive system. Teachers can understand and construct their theoretical knowledge in the ways of "three-dimensional" integrated curriculum, concept innovation by training, independent study by continuous construction and cooperation-oriented development. Second, the teaching practice of "practical reason". Teachers can experience and internalize their practical knowledge through educational practice, criticism lesson, teaching reflection, teaching research and flexible application of teachers’ knowledge based on situation.Third, a certification and access system for those who can do. We should perfect the teachers’ certification system and access system to ensure the teacher construct a systematic and rich teachers’ knowledge, and improve teaching quality while lighten students’ academic burden.In summary, this study attempted to have an exploration of improving teaching quality and lightening students’ academic burden in the perspective of teachers’ knowledge. During the analysis of the multidimensional relationship between classroom teaching quality and student academic burden, this study found that constructing a systematic and rich teachers’ knowledge is the key to implement a high quality teaching while the students with light academic burden, based on which, explored the mechanism of teachers’ knowledge on improving teaching quality and lightening students’ academic burden, and tried to put forward the optimization strategies of teachers’knowledge to improve teaching quality and lighten students’ academic burden, with the hope to improve the teaching quality as well as lighten the students’ too heavy academic burden fundamentally.