Development Of Teacher's Resources Of Socialist Core Values Education In Primary Schools Of Tibetan-inhabited Regions

With the in-depth development of Curriculum Reform of Elementary Education in our country,the curriculum resources development has been in the field of curriculum research for decades with abundant theoretical and practical research results.However,there is still a certain lag in the study of the development and use of primary school curriculum resources in Tibetan-inhabited areas.Nowadays,the cultivation of socialist core values has become an important task of education.The core values of socialism “into textbooks,entering classrooms,and entering the mind” have become an important part of curriculum implementation.This study combines the two and intends to use the theme of socialist core values education to peek into the resources of primary school teachers in Tibetan areas.This study relied on actor network theory,value clarification theory,curriculum resource development process theory,and based on the literature review of domestic and foreign curriculum resource development profiles in the previous period,and further applied questionnaire surveys and interviews to represent three provinces in Qinghai Province.Surveys and studies have been conducted in three schools in different region with various economic and cultural modes in an attempt to demonstrate and analyze the realistic patterns and subjective and objective influencing factors of the development of elementary socialist values education teacher resources in elementary schools in Tibetan areas,and proposed strategies and suggestions of improving on this basis.This study believes that because of the multiple influences such as teachers' own quality,primary school teachers of Tibetan-inhabited areas are in a state of “superficial existence,inefficient operation” in the development of the curriculum resources of the socialist core values education.Specifically,in terms of the concept of education,it is reflected that although changes have been made in the concepts of education,students,teachers,and curriculum resources,they have not yet fully been involved in the concept of modern education;in the dimension of teachers' curriculum resources development ability,they are embodied in cognitive Capabilities,planning and design capabilities,identification and analysis capabilities,integration and generative capabilities mostly stay at the cognitive level and fail to put into practice,but their organizational and coordination capabilities have improved significantly but have not become normal;the current status in the development of curriculum resources This is reflected in the fact that the transition to development awareness is in a good state of development,development content falls short of the class,and development programs and development evaluations are unclear.Furthermore,the subjective factors affecting the development of the socialist core values education curriculum resources in elementary school teachers in Tibetan areas are: the insufficient teachers' values,the lack of curriculum resources development knowledge and ability conditions,and the lack of practical experience in the development of curriculum resources;Among factors,the management of the education administration department,the support of the school,and the participation of the students also affect the smooth development of the teacher's curriculum resource development activities.Focusing on the problems found in investigations and researches and their influencing factors,starting from the “subjective dimension” and the “objective dimension”,we explored the possible ways to promote the development of primary school curriculum resources in Tibetan areas.In terms of “subjective dimensions”,teachers are required to make clear the internal promotion strategies of “strengthening values guidance,changing curriculum resources,building multi-dimensional knowledge systems,and pursuing curriculum resource development practices and raising the level of reflection”;in terms of “objective dimensions”,the education administrative departments are required to: The school clearly defined the external supporting strategies of “strengthening teacher training,establishing evaluation system,establishing resource sharing mechanism,creating a harmonious school culture,and guiding students to participate in development”.