Investigation And Research On Teachers' Receptivity To Teaching And Research Activities In Elementary And Middle School

Teachers' receptivity activities,which have gone through more than half a century since its birth,have played a vital role in safe guarding the teaching quality of basic education in China.Teachers are not only the main body of the teaching and research activities,but also the translator of teaching and research results.The ideas and good teaching methods advocated in the teaching and research activities can only be achieved through the conversion of teachers' thoughts and actions.So,do the teachers agree with the existing teaching and research activities? Are the teachers willing to translate the ideas and teaching methods advocated in the teaching and research activities into classroom practice? Based on this,it is necessary to pay attention to teachers' receptivity.The paper adopts the mixed research method,mainly with the questionnaire survey,and the interview as the supplement.Through the questionnaire investigation,this study will answer what the status quo of teachers' receptivity is,what the influencing factors of teachers' receptivity are.Through interview survey,this study will get further explore about teachers' specific attitude and behavioral intention,and other influencing factors,to make up for the lack of the questionnaire investigation.The first questionnaire investigation survey on 44851 teachers from 31 provinces and cities as research subject.Second research select 50 teachers from two regions(Shanghai and Shanxi Province)as individual cases.Through the processing of the survey results,the main conclusions of this study are as follows:(1)Teachers' receptivity in east China is significantly higher than that of other regions.(2)There is a significant difference in teachers' receptivity in leaning segment,subject and teaching age.The receptivity of the elementary school teachers is higher than that of middle school teachers;The teachers who have longer years of teaching have lower receptivity.(3)Teachers' receptivity of teaching activities is significantly higher than that of other teaching and research activities.(4)Teachers' satisfaction with professional development and attention to students are the key factors that influence teachers' receptivity.(5)perceived supports from inside and outside of the school are the decisive factor for teachers' receptivity.(6)The lack of time,energy and resources is the main obstacle to the formation of teachers' receptivity.Thus this dissertation proposed four suggestions:(1)Pay attention to the individual difference of teachers,and organize targeted teaching and research activities.(2)Emphasis on teaching and research reflection and teaching and research culture construction.(3)Build adequate inside and outside professional support system,to provide intellectual support for teachers to participate in or carry out teaching and research activities.(4)Establish the guarantee mechanism for improving the quality of teaching and research,and providing a solid material basis for teachers to participate in or carry out teaching and research activities.