An Empirical Analysis Of The Status Quo Of New Teachers' Writing Skills In Shanghai

Teachers' handwriting skills are the basic teaching skills of teachers.They play an important role in the development of teachers and students' handwriting skills,and exert a subtle influence on students'acceptance of beauty and the charm of traditional culture.Through the empirical analysis of the handwriting skills of the new teachers in Shanghai in the first year,it is of practical significance to understand the handwriting skills of the new teachers and improve their handwriting skills.This paper mainly uses statistical analysis.It is based on the assessment results of the 155 Probationary Teachers' handwriting grades by 2016 Shanghai City teacher training center of Shanghai representative,using SPSS24.0 statistical analysis software,and then on the basis of the "liberal arts and science," "middle school and the primary school","normal and non normal" dimension of their handwriting scores were compared in groups.On their three pen writing samples are analyzed,a more comprehensive understanding of the new teachers in Shanghai,handwriting skills status.Secondly,this paper also uses questionnaires,interviews and literature analysis to make a detailed analysis of the current situation of handwriting training at the stage of internship training,higher education and primary and secondary school.The main conclusions of this study are divided into two levels,the first level is the handwriting skills of new teachers in Shanghai:their handwriting skill is low;there are some differences between different disciplines,different stages and different sources of new teachers' handwriting skills.The second level is the cultivation of different stages of the impact on the teacher's handwriting skills:trainee training stages of handwriting training is not fully implemented;in different professional skills training in handwriting seriously inconsistent,handwriting theory and practice of the curriculum is not reasonable;in primary school,hangwriting teaching course has no effective convergence,and some teachers lack resources.Based on the above conclusions,this study provides four suggestions for improving the handwriting skills of new teachers in Shanghai.First,the first year of the internship training is a clear increase in the content and implementation of handwriting skills.Second,in the selection of normal students,the proportion of three kinds of handwriting assessment should be increased.Third,a compulsory course related to calligraphy is offered in normal universities,including calligraphy theory courses and calligraphy training courses,and non normal majors offer related elective courses,or allow students to take courses related to normal subjects.Fourth,after the end of the trainee training,primary and secondary schools should have a school-based study of writing.The main contribution of this article is to analyze the current situation of the three handwriting skills of the new teachers with specific data.Most of the existing literature is to make a subjective description of the writing skills of teachers at different stages.In addition,there are few articles on the differences in the writing skills of teachers in different classes,different disciplines and different sources.Based on the analysis of the writing education in the three main training stages,especially the analysis of the first year internship training stage,this paper provides another perspective for exploring the causes of teachers' writing skills,and is a supplement to the existing research.