A Research On Reading Status Of Primary School Teachers

Reading is a process in which readers communicate and talk with the texts,and in which readers take their initiatives to learn and study.An individual reader can change from a passive reciever of information to an active taker of knowledge through reading.Since the new century,the teachers professionalization has become an important part of teacher education reform in China.As an important approach for realizing teachers professionalization,the issue of teachers’ reading has drawn the attention of the public and the researchers.The primary school teacher’s reading is its important measure to spread knowledge,improve teaching methods and teaching ability.As a result,it becomes our essential work of studying to construct a school-centered reading mechanism that consists of four process: recommendation,communication,assessment and training,which is aimed at improving the quality and benefits of teacher’s reading.Taking the teachers of partial primary schools in Hainan Province as an example,by means of questionaire and interviewing methods,this paper aquires a general knowledge of these teachers’ situations of their reading and professional development,as well as the problems and the causes in existence.Besides,from the perspective of constructing long-term effective mechanism,the paper puts forward the solutions and suggestions for these problems.This paper consists of five chapters: the first chapter states the background of the problems from the perspectives of the value and meaning of reading,requirement for teachers’ professional self-development and the current situation of teachers’ reading;the second chapter presents the literature review in three ways including the identifications on the related concepts about teachers’ reading,the theoretical studies on teachers’ reading and empirical studies of teachers’ reading;the third chapter is all about the investigation result and the analysis on primary school teachers’ reading;the fourth chapter is the investigation result and the analysis on requirement for teacher’s professional development and teachers’ reading;the fifth chapter,from the perspective of constructing long-term effective mechanism,puts forward the solutions based on analyzing the problems of primary school teachers’ reading and finding out the causes.Trough the investigation and study,conclusions can be drawn as follows:1.There is a significant difference between primary school teacher’s teaching subject and teaching hours in terms of the reading method.2.There is a significant difference in school quality in the matter of teachers’ reading communication methods.3.There are significant differences among teacher’s age,title,duty,working years,teaching subject and teaching hours in the aspect of the primary school teacher’s reading efficiency.4.There are significant differences among teacher’s age,teaching years,teaching subject title and duty in the aspect of the primary school teacher’s needs of ethic and personality.5.There is a difference between subject and title in the matter of the primary school teacher’s needs of professional knowledge.6.There is a difference between title and duty in the matter of the primary school teacher’s profesional concept.7.There are linear relations among yearly reading quantities,reading efficiency,the understanding of reading functions,the general demands and knowledge requirement for teacher’s professional development,as well as the need of ethic,concept and personality.