A Study On The Cultivation Of Core Literacy Education Of Primary And Secondary School Teachers

"core literacy" aims to outline the image of new talents in the new era,and regulate the direction,content and methods of school education.In terms of educational purpose,it answers the question of "what kind of person to cultivate",that is,"socialist builders and successors with all-round development of morality,intelligence,physical education and labor".Such builders and successors should have and be able to adapt to the necessary character and key ability required by life-long development and social development.Based on the situation of primary and secondary education,the biggest challenge we face is "how to cultivate people" and "for whom to cultivate people",that is,the subject curriculum education.Core literacy should be formed and developed through school education,and the implementation of core literacy poses new challenges to teachers' core literacy education competence.To develop students' core lite racy,it is imperative to cultivate a group of teachers with core literacy education competency.This study is based on this,to explore ways and methods to cultivate teachers' core literacy education competency,in order to improve the level of primary and secondary school teachers' core literacy education competency.Through combing the related theoretical knowledge of core literacy and teacher competency,this study divides the core literacy education competency of primary and secondary school teachers into three dimensions: theoretical cognition,teaching practice and reflective judgment,and then designs the questionnaire and interview,forming the "questionnaire on core literacy education competency of primary and secondary school teachers" and "interview on core literacy education competency of primary and secondary school teachers".In order to explore the current situation of the competency of primary and secondary school teachers in core literacy education,a interview was issued to primary and secondary school teachers in Chongqing.First of all,through the analysis of the data results of the questionnaire survey and the text content of the interview,it is found that the overall level of core literacy education competency of primary and secondary school teachers is not high,and there are corresponding problems in the theoretical cognition of core literacy education,the integration of core literacy,teaching innovation,management evaluation.In addition,there are individual differences among teachers in the core literacy education.The specific problems are as follows: teachers with different grades,titles,regions and marital status have different levels of competence in the three dimensions of theoretical cognition,teaching practice and reflective judgment of core literacy education.Secondly,based on the analysis of the investigation,it is found that: there are many influencing factors,and the influence degree of each factor is different;teachers' subjective judgment is different,and different primary and secondary school teachers have different understanding of the core literacy education;teachers' colleagues have great influence on each other,and the competency level of the core literacy education is different;school leaders have different guidance,and teachers' comprehensive innovation ability is different;different welfare provided by schools,different working enviro nment of teachers;the influence of development opportunities and work arrangements provided by schools,different enthusiasm of teachers' core literacy teaching;different students and parents' support,affecting the teaching quality of teachers' core literacy;different social environment support for teachers,making different teachers' education activities.Finally,based on the analysis of the problems and attribution of the competency of primary and secondary school teachers' core literacy education,and the investigation of the current situation of the cultivation path of the competency of teachers' core literacy education,we find that the professional community of teachers,the mutual assistance of teachers' peers and the self-study of individuals are the most effective cultivation paths.There are significant differences in gender,teaching age,school section,school location,marital status,education background,professional title and post with the corresponding cultivation path.By finding out the deficiency of the current cultivation path of teachers' core literacy education competency,and aiming at the current situation of teachers' core literacy education competency,the following suggestions are put forward: through face-to-face + online education and training,improve the theoretical understanding of the teachers' core literacy education;improve the innovation of the teachers' core literacy teaching through the professional guidance of experts;improve the teaching integration through the development of the teachers' professional community;through the cultivation of teachers' educational technology,improving teachers' modern evaluation ability and the cultivation path of different gender,teaching age,professional title,school section,region,education background,post and marital status based on Teachers' individual differences.