The Investigation And Solutions Research On Teacher’s Global Literacy In Primary School

The continuous development of social politics, economy and culture has raised people’s increasing attention on the importance of connecting one’s own development with the world’s need. Therefore,education faces the new challenge that we need to cultivate students’ global awareness and view to meet the requirements of future. Meanwhile,getting understanding about others is a way to reflect ourselves and our own culture. Education plays a very significant role in cultivating students,as well as their global awareness and view, which brings a new requirement to teacher’s literacy. In addition,people’s increasing concern on connection between teacher’s literacy and global education has also raised scholar’s attention.Based on the literature review, the author has made an operational definition on teacher’s global literacy which included three themes and four objectives dimensions. In terms of themes, it includes global topic, global culture and global connection. The four objective dimensions include knowledge, ability, value and action. With the questionnaire and interview,this thesis focused on the inner comparison between theme and objective dimensions. The investigation found that teachers have a good understanding and cognition about literacy and global education; Teacher’s global cultural level is higher, but the global connection is relatively weak; Teacher’s level of global literacy is different in objective dimensions; Teacher’s global literacy is related to their educational background and subject but it has nothing to do with teacher’s sex, age and teaching experience. At last part, based on the results, the paper gives suggestions on improvement of teacher’s global literacy to support teacher’s professional development. Country should strengthen the implementation and evaluation of relevant policies; Global literacy should be brought into the teachers’ professional standards system; Doing some teacher’s training depend on the different discipline. School should have an advanced philosophy of schooling; Penetrating something about global education in the school curriculum construction; The introduction of foreign teachers should emphasize on "quality" and "quantity"; Promoting school development by reciprocal learning and by symbiotic relationships between schools, regions, cultures and countries. Teachers should mining the relationship between disciplines and global content; Teachers should play to their subjective initiative and become lifelong learners.