Study On Primary Teacher's Knowledge About Learning And Its Conversion

People are the existence of learning.Only teachers can give students full and scientific guidance,which will enable students to develop into people with lifelong learning ability.For teachers,the so-called "teaching" requires not only teaching "knowledge" but also "learning" and "teaching".The purpose is to "do not teach." At present,in the teacher's field of vision,there is the ambiguity of the meaning of "study",the narrowing of the boundary of "study",the dwarf of the status of "study",the educational reform and the emerging learning concept put forward new requirements for modern teachers.Teacher professional development research also needs a theoretical perspective.Starting from the teacher's knowledge,studying the teacher's " learning knowledge" structure and its practice transformation is beneficial to provide a new path for teachers' professional development and provide new ideas for teaching reform.With reference to bruner's pedagogy of plebeian and boyer's "academic learning" and PCK theories,this study preliminarily clarifies the connotation and structure of teacher's "learning knowledge",and divides it into three knowledge systems: general knowledge about learning,student learning knowledge and subject learning knowledge,and try to construct the transformation model of teachers' "learning knowledge" including individual transformation and teaching practice transformation.On this basis,the questionnaires and interview outlines of teachers' “learning knowledge”were compiled and conducted,and a practical survey was conducted to comprehensively understand the current status of “learning knowledge” and the transformation of practice in primary school teachers in Wuxi.On the whole,Wuxi primary school teachers have a medium level of understanding and mastery of “learning knowledge”,and the consciousness and ability to carry on the practice transformation also has the bigger promotion space and the possibility.The main conclusions are as follows:(1)The overall understanding of learning lacks the intervention of emerging learning theories,and teachers are over-reliant on their own simple experiences;(2)In the overall mastery of general knowledge about learning,teachers lack the attention to independent learning,and the consciousness of “teaching” to “learning” has yet to be developed.In contrast,teachers with senior professional titles are better at mastering the general knowledge of learning than teachers with lower ranks;(3)In terms of students' mastery of learning knowledge,the overall situation is relatively good.But grasp of the teachers on children's physical and mental development and experience of the main foothold in objective knowledge learning,the lack of attention to the development of children's comprehensive quality,to the evaluation of the performance of students lack of the comprehensive evaluation of learning behavior and learning ability,and ignore the children's participation in the evaluation of students' learning lack of feedback effects.Female teachers have a better command of students' learning knowledge than male teachers.(4)In terms of subject learning knowledge,teachers have a relatively high level of mastery,and most teachers have a deeper understanding of the teaching of the subject,but the teaching of learning strategies is generally ignored.In general,teachers in the languagesubject,teachers who are consistent with the teaching department,and the teachers in the department are good at grasping the situation.(5)Lack of awareness of the transformation of teachers' "learning knowledge" and their overall ability are not strong.The main problems include: one-sided understanding of "learning knowledge";The consciousness of curriculum and teaching is not strong;The way of reflection is to summarize the experience,which has not formed a virtuous transformation cycle.According to the actual situation reflected in the survey,we have carried out targeted analysis of the reasons,and based on this,put forward the strategies and suggestions to promote the "learning knowledge" of primary school teachers,including the following points:(1)Focus on student learning,build teachers and students Learning community;(2)Strengthen self-learning and improve professional knowledge structure;(3)Enhance transformation consciousness and improve the ability of " learning knowledge "transformation.