A Research On The Current Situation Of Teacher Guidance In The Integrated Practical Activity Curriculum In Primary Schools

In 2017,the Ministry of Education issued the guidelines for integrated practical activity curriculum in primary and secondary schools.In the new outline,there are explicit requirements for teacher guidance.Teacher guidance is the key to ensure the effectiveness of the implementation of integrated practical activity curriculum.Therefore,under the background of the new outline,it is of great significance to study the teacher guidance in integrated practical activity curriculum in primary schools.Through literature research,questionnaire survey,teacher interviews,and classroom observations,based on related theories the research proposes the essential characteristics of teacher guidance in integrated practical activity curriculum in primary schools;This research investigates the current situation of teacher guidance in the integrated practical activity curriculum of primary schools in HZ city and YW city,Zhejiang province,summarizes the current achievements and problems of teacher guidance,analyzes the causes of the problems,and further proposes the implementation strategies and countermeasures for optimizing teacher guidance in integrated practical activity curriculum in primary schools.The paper is divided into five chapters.The first chapter,from the introduction of the new outline in 2017,emphasizes the importance of teacher guidance and improving the quality of teacher guidance is the key to the implementation of the new outline.These two aspects explain the reasons for choosing the topic.It also clarifies the research significance.The literature research method was used to sort out the relevant literatures on the connotation research,value research,role research,problem research and strategy research on teacher guidance with the domestic and foreign research.Based on the reflection on the existing research,the thinking of this research was clarified.The second chapter mainly combines the relevant theories and ideas of Schwab,Schoen,Sato,Dewey and Goodlad,and expounds the essential characteristics of teacher guidance in the integrated practical activity curriculum under the new outline background.The premise is to change role positioning and form a common understanding,and the fundamental is to provide indirect guidance and balance several relationships.These two points provide theoretical references for teacher guidance in the integrated practical activity curriculum in primary schools.The third chapter uses questionnaires survey,teacher interviews,and classroom observations to investigate the status of teacher guidance in the integrated practical activity curriculum in primary schools.It is concluded that the current teacher guidance in primary school is basically complete.It is found that there are currently problems with deviations in teacher guidance and the degree of teacher guidance that needs to be improved.The fourth chapter analyzes the causes of the existing problems in the current teacher guidance The subjective reasons include that the teacher's curriculum understanding is the primary weakness,and the teacher's guidance ability fails to keep up with.The objective reasons are that the schools have not formed the sufficient integrated practical activity curriculum school-based teaching and research,the schools lacks teacher training of integrated practical activity curriculum,the part-time teachers are difficult to focus on the teacher guidance work and the school does not pay enough attention to the integrated practical activity curriculum.The fifth chapter discusses the countermeasures and suggestions on how to optimize the teacher guidance in the integrated practical activity curriculum of primary schools from three aspects: teachers' efforts to establish the correct guiding concept,clarifying the guiding strategies of each stage and the school's support for teacher guidance.