A Study On The Present Situation Of Junior High School Teachers' Comprehensive Literacy Development And Countermeasures

In recent years,scholars have paid close attention to the research of teachers' comprehensive literacy.This study has collected the domestic and foreign literatures on teachers' comprehensive literacy,and found that most of the research is concentrated in four aspects of theoretical research at home and abroad,included the connotation research,structure and factor research,and research on value orientation,however,development strategy involves less on empirical research.Therefore,this paper focuses on how junior high school teachers develop key abilities and excellent traits,change their development concepts,attach importance to their own personality traits and character,and concentrate on discovering factors that affect the improvement of teachers' comprehensive literacy.This study considers that teachers are faced with teenagers who are in a sensitive period of youth in the junior high school education stage.During this period,the psychological and physiological changes of students are relatively rapid,and the cognitive and thinking modes are gradually developed and matured from ignorance,so teachers must complete education and pay more attention to the physical and mental health of the students.Therefore,teachers need to improve their comprehensive literacy and help students develop soundly.Through the relevant literature analysis,the comprehensive literacy of junior high school teachers is defined as the comprehensive quality and self-cultivation of the ideal beliefs,skills,emotions,knowledge,personality and other aspects of the junior middle school teachers in the process of long-term social practice life and education who have excellentcharacter and the necessary ability to solve various practical problems and challenges in the complex and changing social environment and educational situation,which are characterized by speciality,uniqueness and development,and are a measure of the overall development level of junior middle school teachers.This defines the four thematic dimensions of teachers' comprehensive literacy,namely,educational teaching philosophy,professional knowledge literacy,autonomy literacy,and healthy personality literacy.According to the dimension design questionnaire and interview outline,and take the Z middle school teachers in W New District of Shenzhen as the case study object,investigate the comprehensive literacy level of teachers,explore the internal and external factors affecting the development of teachers' comprehensive literacy.Finally,based on the research results,it put forward targeted recommendations and countermeasures.The study is divided into six chapters,each of which reads as follows:The first chapter is the introduction part of the research.It is divided into five sections,which mainly explain the background,purpose,significance,design and innovation of the research.The second chapter is the theoretical foundation part,which defines the core concept and provides a certain theoretical basis for the research.The third chapter is the literature review section.It analyzes the literatures on teachers' comprehensive literacy at home and abroad,sorts out the hotspots of domestic and foreign research,grasps the general direction of research,and puts forward the understanding of teachers' comprehensive literacy and divides teachers' comprehensive literacy accordingly.The fourth chapter is the preparation and measurement analysis of the questionnaire.According to the previous analysis,the preliminary questionnaire of this study is designed,and the pilot research is carried out.The feasibility of the questionnaire is tested by factor analysis and reliability analysis,and the four-dimensional comprehensive literacy of junior high school teachers is developed.Formal questionnaire.The fifth chapter is the case study of the case school.Through the questionnaire survey and interview research on the case school,through the descriptive analysis and the difference analysis,the author grasps the status quo of the comprehensive literacy of the case school teachers,and then deeply understands the factors affecting the overall literacy improvement of the teachers through interviews.Finally,think about the questionnaire and interview results.The sixth chapter is the research conclusions and the countermeasures and suggestions for the improvement of teachers' comprehensive quality,summarizes the research conclusions,and proposes countermeasures and suggestions to improve teachers' comprehensive quality from the national level,school level and individual teachers.