A Study On The Relationship Between The Teaching Efficacy Of Chinese Teachers And The Ability Of Text Interpretation In The New Hands

The teaching efficacy is an important symbol of the level of novice middle school Chinese teachers' professional development. And the ability of text interpretation is one of the most important professional abilities in Chinese teachers' professional development.Therefore,if the relationship between status quo of Chinese teachers' teaching efficacy and text interpretation ability can be discovered, and the problems inside can be analyzed,it will have a positive impact on the professional development of novice middle school Chinese teachers.This paper consists of three main parts:Firstly, from the perspective of teachers' professional development, the relationship between the teaching efficacy of novice middle school Chinese teachers and the ability of text interpretation is discussed, which lays the foundation for the empirical study.Teachers' teaching efficacy is gradually improved with the development of novice teachers to the skilled teachers, and the ability of text interpretation is one of the most important factors which affect the teaching efficacy of novice middle school Chinese teachers. After investigation, the connotation and composition of the text interpretation are determined, which is prepared for further research.Secondly, according to "Teachers' Sense of Teaching Efficacy Scale"(Yu Guoliang,Xin Tao and Shen Jiliang et al) and self-made "Questionnaire on the Novice Middle School Chinese Teachers' Self-Evaluation About Textual Interpretation Ability",a total of 114 middle school Chinese teachers, who had worked no more than three years, have been selected to investigate their teaching efficacy and self - evaluation of text interpretation ability. It is showed that: (1) The teaching efficacy of novice middle school Chinese teachers is generally on the middle level, and the personal teaching efficacy is significantly higher than the general teaching efficacy. The education has a significant effect on the teaching efficacy; (2) The text interpretation ability self-evaluation of the novice middle school Chinese teachers, on which the education, professional background and the number of entry years have a significant impact, is at a high level; (3) The self-evaluation of text interpretation ability has an impact on the overall and personal teaching efficacy,but the influence is quite low, while the professional background plays a regulatory role in this relationship, and the self-evaluation of text interpretation ability has no significant effect on general teaching efficacy.Finally, it is discussed and analyzed according to the results of the empirical investigation. First, the personal teaching efficacy of novice middle school Chinese teachers is significantly higher than the general teaching efficacy, a main reason is the pre-service education curriculum is not reasonable enough, while the novice teachers'own educational ideal and belief need to be enhanced. What's more, highly educated novice teachers have accepted more systematic and further education, as a consequence,it indicates a higher sense of teaching efficacy. Second, novice teachers, who have highly academic qualifications, teacher professional background and long entry years, have higher self-evaluation of text interpretation ability. Because they have accepted more professional study, trained as real teachers and reflected in practice. Third, the self-evaluation of text interpretation ability which is subjective can reflect the text interpretation ability that is objective. On the basis of the result, the text interpretation ability is one influence factor of the teaching efficacy, and educational training is helpful to improve the text interpretation ability.