Teaching Ability Enhancement Research Of Beginning Teachers With Non-Normal Majors In Primary Schools

With the implementation of the national unified examination for teachers’ qualifications in primary and secondary schools,more and more non-normal college graduates obtain qualification certificates through the examination and enter the ranks of teachers.However,since this part of teachers have not experienced systematic pedagogical theory learning and teaching practice,the current situation of their teaching ability has been widely concerned by schools,parents and education departments from all walks of life: what problems exist in the teaching ability of new teachers in non-normal major and what aspects need to be improved?How to improve their teaching ability? Based on this,it is necessary to carry out research on the improvement of teaching ability of junior teachers in primary schools with non-teacher education background.In this study,the primary school teachers with non-normal professional background in tangshan city within three years after starting work were mainly studied.Questionnaire survey,observation method and interview method were mainly adopted to comprehensively grasp the problems of teachers’ abilities in the four dimensions of teaching design,teaching implementation,teaching evaluation and teaching reflection.First,a total of 99 newly appointed teachers of non-normal and normal majors in many primary schools in tangshan were selected to form the questionnaire sample.Secondly,a total of 6 teachers of two representative types were selected for classroom observation.At the same time,primary school leaders,teacher recruiters,key teachers and excellent teachers were interviewed.Through the investigation,it is found that the teaching ability of primary school teachers with non-normal professional background is more serious than that of teachers with normal professional background.The main performance is in the teaching design to the teaching key difficult point grasps is poor,the teaching content processing processing ability is deficient;In the implementation of teaching according to the book,classroom teaching time handling improper;Teaching evaluation method and evaluation language are single;The content of teaching reflection is not clear and so on.Finally,based on the actual results of this survey,this study analyzes the causes of the problems from the three aspects of teachers,schools and education departments,and tries to explore ways to improve teaching ability from the three aspects.Compared with teachers with normal professional background,primary school teachers with non-normal professional background have their own uniqueness,and the improvement of their teaching ability must conform to the personality characteristics of primary school teachers with non-normal professional background.This study advocates learning from foreign individual teacher evaluation systems,establishing a differentiated teacher evaluation system for primary school beginning teachers with non-normal professional background,and making up for the shortcomings of primary school beginning teachers with non-normal professional background through differentiated teacher training.It is hoped that this study can enrich relevant research results of teaching ability of primary school teachers with non-normal professional background,provide some Suggestions for the improvement of teaching ability of primary school teachers with non-normal professional background,and make a modest contribution to the professional development of primary school teachers with non-normal professional background.