A Study On Reading Teaching Strategies Of Primary School Chinese Teachers From The Perspective Of Teacher Professional Development

Teachers' teaching strategies are closely related to the stage and level of teachers' professional development.The reading teaching strategy of Chinese teachers plays an important role in guiding the cultivation of students' reading ability,is an important factor affecting the effective teaching of Chinese teachers,and is also an important reflection of the professional development level of Chinese teachers.This study concludes that the development of Chinese teachers' reading teaching strategies has experienced three stages: the exploration stage,the standard stage and the scientific stage.In terms of the value orientation of reading teaching strategies,the three stages are "text center","teacher center" and "student center".At the same time,at different stages of development,Chinese teachers' reading teaching strategies have different characteristics in the aspects of strategy identification,strategy selection,strategy application and strategy creation.Based on the above assumptions,this study compiled and issued more than 1200 Chinese teacher questionnaire and semi-structured interview and case analysis teaching,through the way of empirical analysis,to verify the theoretical assumptions,and suggests that through the "text","theory" and "learning",further improve the reading teaching strategy of primary school Chinese teachers.The purpose of this study is to study the development process of reading teaching strategies,discover their internal relationship with teachers' professional development,and provide a scientific and prospective direction for teachers' professional development.In the first part,by consulting and summarizing the contents of teachers' professional development and reading teaching strategies at home and abroad,the author analyzes their research perspectives and shortcomings,so as to provide reference and support for this research.The second part,on the basis of literature review,from the two aspects of the relationship between reading teaching strategies and teacher professional development,proposes research hypotheses and formulates theoretical models to further explore the important relationship between the two,and lays a theoretical foundation for the research.In the third part,quantitative research is carried out through questionnaire and interview,and the development status and influencing factors of reading teaching strategies of primary school Chinese teachers are studied from the five dimensions of strategy identification,strategy selection,strategy application,strategy creation and influencing factors,so as to verify the theoretical model.The fourth part,through the interview method and case analysis to carry out qualitative research,from the perspective of teaching practice to further verify and enrich the theoretical model,improve the applicability of the theoretical model.The fifth part,combined with the results of quantitative research and qualitative research,analyzes the current situation and problems of the development of reading teaching strategies for Chinese teachers in primary schools,and tries to put forward some stage development strategies for promoting the development of reading teaching strategies from the perspective of optimizing teacher professional development.The main findings of this study are as follows: there is an internal relation between the development of Chinese teachers' reading teaching strategies and their professional development;from the horizontal view,the overall reading teaching strategy tends to be teacher-centered and student-centered;From a vertical perspective,teachers in different development stages have difficulties in different links,teachers in the exploration stage have difficulties in strategy identification,teachers in the normative stage have difficulties in strategy selection and application,and teachers in the scientific stage have difficulties in strategy creation.From the point of view of the four links,the reading teaching strategy of "student-centered" tendency is not significant;The development of reading teaching strategies of primary school Chinese teachers has demographic characteristics.The development stages of reading teaching strategies of teachers with different teaching ages,educational background and professional titles are different.Text research,theoretical research and learning situation research have a significant positive impact on the development of reading teaching strategies.The model formula is: professional development level of reading teaching strategies =42.546+1.192* text research +0.724* theoretical research +1.569* learning situation research.Aimed at the study found that in reading teaching strategy for teachers in the primary school Chinese intellectual development Suggestions: at the exploration stage of teachers need to improve policy recognition,including(1)clear goals,familiar with(2)clear concept,curriculum and text reading teaching theory(3)to return to practice,to understand children's psychological law of development;Teachers in the normative stage need to improve the ability of strategy selection and application,including(1)in-depth research,multiple interpretation of texts(2)guidance,strengthening metacognitive regulation(3)learning to teach,and study students' reading needs;Teachers in the scientific stage need to improve the ability of strategy creation,including(1)mastering the internal mechanism,learning the theory of reading science(2)based on the teacher community,improving the awareness of teaching and research(3)optimizing the application of information technology in reading teaching.