Research On The Teachers' Cognitive Ability Of Teaching Development

As a unified purpose,planned and unified activities to promote student development in a specific classroom field,classroom teaching is the most direct and concentrated reflection of educational goals,training objectives and teaching objectives.Therefore,the quality of classroom teaching is directly related to the purpose of teaching,training objectives to achieve the degree.To a certain extent,teachers' teaching cognitive ability is the decisive factor that affects the quality and effect of teaching.Teachers' cognitive ability is based on the teaching system,the teaching objectives,the learning tasks,the learners' characteristics,the teaching strategies and methods,and Teaching context and so on to analyze the ability to judge,related to the professional development of teachers and effective teaching to achieve.This paper combines the theoretical research and practice investigation of the development of cognitive ability of primary and middle school teachers,and puts forward some suggestions on how to improve the teaching cognition ability and improve the teaching quality of teachers and students in the process of developing the cognitive ability of teachers.The full text consists mainly of four parts:The first part,the introduction.This paper expounds the research origins from the perspective of the core competence of teachers' professional development and the realistic thoughts of personal education research.Then,the research on the domestic and foreign research has been carried out.Literature review;Finally,the purpose of this study,the theoretical and practical significance of the study,the specific ideas and methods of research.The second part,the definition of the cognitive ability of primary and secondary school teachers and the construction of elements.Refinement and define the core concepts related to research-teaching,cognitive ability,teaching cognitive ability.Analyzes and constructs the elements of teaching cognitive ability,including the understanding of teaching objectives,the perception of students' characteristics,the discrimination of teaching situation,the analysis of teaching resources,the choice of teaching strategies,teaching thinking ability.Six parts.The third part,the status quo of the development of cognitive ability of primary and secondary school teachers.On the basis of comprehensive research on the existing research results,the research plan was formulated to design,design and compile the questionnaire of"primary and secondary school teachers' teaching cognition ability" and the teacher interview outline,and then investigate the subject,Using the paper questionnaires and electronic questionnaires combined way,issue the questionnaire and recovery.The data were recorded and analyzed by the statistical analysis software such as Excel and SPSS,and the results of the survey were analyzed with the teacher interview data.Finally,combining with the results of the previous theoretical speculation and the results of the mid-term practice,this paper analyzes the present situation and existing problems of the current teaching ability of primary and secondary school teachers and the key factors influencing their development.The fourth part,the development strategy of primary and middle school teachers' teaching cognitive ability.This paper puts forward the effective strategies and implementation path of improving the teaching cognition ability of primary and middle school teachers,including improving the driving force of teachers' professional development,shaping the quality of teaching will,and carrying out school-based teaching strategy training.Teaching reflection ability,the implementation of problem-solving ability to enhance the purpose of school-based teaching and research five aspects.