Research On The Condition And Countermeasures Of Korean-Chinese Primary School Teachers' Instructional Design Competence

"Education is the foundation of a century plan,instead teacher is the foundation of education".The level of teachers' teaching competence is the crucial factor to influence the quality of education.The English Curriculum Standard for Compulsory Education issued by the Ministry of Education puts forward a clear requirement for the instruction design competence of primary school English teachers.The high level of instruction design competence is one of the basic qualities that the primary school English educators should possess.The instruction design competence of Korean primary school English teachers in Yanbian area is relatively weak,which is manifested in the following aspects:lack of competence to interpret and practice "Curriculum Standard',low level of teaching goal design,insufficient competence of teaching material content analysis,etc.This seriously hinders the positive development of English education and teaching in Korean Chinese elementary school.The research is based on the theories of English instruction design and English teachers' subject teaching knowledge,and combined with the characteristics of primary school English curriculum.In this paper,a questionnaire on the instruction design competence of English teachers in Korean Chinese primary schools was compiled.The present situation of English instruction design competence of 41 Korean Chinese primary school English teachers in Yanji city was investigated and studied.Six teachers with different age structure were randomly selected for interviews.This paper comprehensively investigates about the present situation of tested English teachers' instruction design competence and its influencing factors,namely which includes the competences to understand and practice the Curriculum Standard,to design teaching method,to analyze textbook and learning situation,to design teaching content and teaching evaluation,to design homework and instruction design evaluation and reflective competence etc.The results show as followings:(1)The instruction design competence of Korean Chinese elementary school English teachers is generally at the middle level.(2)The teachers with long teaching years in Korean Chinese primary school have higher abilities in understanding and practicing the Curriculum Standard,teaching contents,designing teaching methods,designing the teaching evaluation,learning situation,analyzing the content of teaching materials,all of which are higher than those of the teachers with short teaching years.This difference has reached the level of statistically significant difference.(3)The teachers with high teaching level in Korean Chinese primary school are higher in teaching content analysis,teaching method design,teaching study analysis,teaching material analysis and so on than those with low level of teaching.This difference has significant difference in statistical significance.(4)Korean primary school English teachers with strong scientific research competence in teaching content design,teaching method design,teaching evaluation design,teaching material content design,instruction design evaluation and reflection are higher than those of teachers with weak teaching and research competence.The difference is statistically significant.Based on the above conclusions,the paper puts forward six suggestions.First,strengthen the instruction design competence of pre-service Korean Chinese primary school English teachers.Second,promote the permeation of concept—"students are first".Third,improve the scientific research competence of English teachers in Korean Chinese elementary schools.Fourth strengthen the training for primary school English teachers' instructional design competence.Fifth,exert experienced teachers' important roles to direct new teachers.Sixth,encourage teachers to take part in different teaching competitions.