Research On The Structure And Characteristics Of Primary And Secondary School Teachers' Curriculum Ability

With the new round of basic education curriculum reform in China,the role of teachers and the relationship between teachers and curriculum have also undergone profound changes,from the era of "teacher-proof curriculum" to the era of "teacher is curriculum".Under the background of deepening curriculum reform,curriculum ability has become the key ability for qualified teachers.After consulting and combing the previous research literature,this paper discusses the following questions:What curriculum capabilities should teachers have? What are the core elements of their curriculum ability for front-line primary and secondary school teachers? What kind of curriculum ability structure should teachers have?First of all,in the introduction of the first chapter,the paper expounds the research origin and significance of the topic selection,analyzes and discusses the domestic and foreign related research on teachers' curriculum ability,so as to find out the foothold and to design the main content and overall idea of this research.Secondly,from the theoretical level,it defines the concept of teacher's curriculum ability and differentiates related concepts.Based on the principles of Ralph Tyler's curriculum,Schwab's "practice model" and Stenhouse's "process model",and in combination with the consultation of front-line teachers and the guidance of relevant experts,it explores the constituent elements of teachers' curriculum abilities,and use this as an indicator to compile a teacher curriculum ability scale.Thirdly,in the third chapter,the teachers(primary school and junior high school teachers)in the compulsory education stage in Shandong Province are taken as the research object,using the questionnaire survey method and exploratory factor analysis to extract the structural dimension of teachers' curriculum ability.Then,with the help of Amos software technology,on the basis of chapter three,the experimental factor analysis is carried out on the structural dimension of teacher's curriculum ability,and it is concluded that the curriculum ability primary andsecondary school teachers is a multi-dimensional comprehensive unity of ability,including the cognitive ability of teachers' curriculum,the ability of integrating curriculum resources,the ability of curriculum design,the ability of curriculum implementation,the ability of curriculum evaluation and curriculum research.In the process of exploration and verification,it is also to test and revise the reliability and validity of the self-designed scale,and to determine the scale of teachers' curriculum ability.In chapter five,using a self-made scale to examine the current characteristics of the current curriculum ability of primary and secondary school teachers,it is concluded that the overall curriculum ability of primary and secondary school teachers in Shandong Province is in the upper middle level,and the curriculum research ability is the weakest;there are significant differences in age,teaching age,job title,etc.;and the curriculum ability of middle-aged and young,undergraduate and senior teachers is higher.This will provide an important support for the study of the development path of teachers' curriculum ability,and we expect teachers to play their real role in curriculum practice,so as to promote the professional development of students and their own,and promote curriculum reform to the road of sustainable development.