A Research On The Primary School Teachers’ Competence Of Scholarship Of Teaching And Learning

With the implementation of the New Curriculum Reform, education research has become more and more important in the education development, “Teachers as Researchers”, “Teachers as Reflectors” have become at least requirements for every teachers. In 1990, Ernest L. Boyer put forward the scholarship of teaching and learning was to solve and improve teaching quality between research and teaching in USA universities. However, along with the teachers’ qualifications and the ability of the study improvement in elementary schools, primary school teachers’ teaching research can also be raised to the height of the scholarship, as well as the deepening of scholarship of teaching and learning provides an opportunity to enhance teaching qualities, it also provides a platform for the school to promote the scientific research.So, to hence the theory of scholarship of teaching and learning becomes essential to the primary school teachers.After discussing primary teaching is the scholarship, this paper comes up with the architecture of competence conditions of the scholarship of teaching and learning,which should be held by primary school teachers, based on the reflective teaching theory, PCKg theory, and teachers competition theory and combing home and abroad related literature on the scholarship of teaching and learning. Then, choose W primary school in Xining city as a sample, the overall research is supplied by text analysis and interview method with questionnaire survey, and analyzes teachers’ present situation and influence factors of the scholarship of teaching and learning. At last, the paper puts forward corresponding strategies to promote primary school’s scholarship of teaching and learning competence.This study found that teaching holds a dominant role in the education teaching practice, teachers’ scholarship of teaching and learning competence towards weaker as a whole. Specifics include: on the dimension of knowledge, the overall knowledge of primary teacher cannot enough in-depth, because the knowledge structure is not reasonable, it influences teachers’ insight into the nature of things and observe thingsinherent ability; On the ability dimension, the overall teachers’ scholarship of teaching and learning ability tends to be weak, including research, cooperation,communication, the reflect ability. Due to a relative lack of theoretical basis, although the school gives teachers more space for development, teachers’ teaching achievements frequency is low, the level of the public communication can not meet the height; On the cognitive dimension, there are group differences on teachers’ role cognition, there is a deviation on teaching view. Primary school lacks insufficient incentives for the scholarship of teaching and learning system, thus atmosphere is not strong; On the individual dimension, the spontaneity of teacher evaluation is weakening, leading to personalized teaching is weak. Because of the research dilemma, teachers have less teaching practice research and less public personalized results; In terms of values, the teacher is no clear cognition on scholarship view, open publications remain to be improved.In view of the problems found in empirical research and its influence factors, this paper gives the possible paths to promote primary school teachers’ the scholarship of teaching and learning competence. Specifics include: on the knowledge dimension,school and teachers should be from theory to practice; on the ability dimension,school and teachers should be from technology to reflect; on the cognitive dimension,school and teachers should be from external treatments to grow internal; on the individual dimension, school and teachers should be from universal to unique; on the values dimension, the whole should be from “teaching practice” to “the scholarship of teaching and learning”.