Research On The Adaptability Of Elementary And Middle School Teachers To Project-based Learning And Its Influencing Factors

Different eras have different requirements for talent cultivation.With the changes of the times,the requirements for talents will only become higher and higher.At the beginning of the 21st century,the EU proposed the "Key Competences" framework.After that,other countries or organizations have also put forward the requirements for talent cultivation in this century.In September 2016,China also released the core literacy framework for Chinese students.It can be seen that core literacy is a key ability or key character that everyone needs in the 21st century.China is currently undergoing a new round of curriculum reform,advocating students to enhance their multiple abilities and high-level thinking with independent,collaborative and inquiry learning methods.Project-based learning,as a teaching method under the guidance of constructivist learning theory,emphasizes the integration of scattered and isolated knowledge points of teaching materials into "projects".Through a series of collaborative inquiry activities,students learn about the driving problems or tasks.Knowledge and accessibility coincide with the ideas of the new curriculum reform.Therefore,implementing project-based learning in curriculum teaching has become an inevitable trend in the development of education today.Project-based learning emphasizes student-centeredness,and the role of teachers in the teaching process is mostly organizers,guides,managers,and evaluators,which puts higher demands on teachers.As a direct implementer of education and teaching,teachers'understanding of project-based learning.whether they are willing to carry out project-based learning,and whether they can adapt well to project-based learning will directly affect the effect of project-based learning.Therefore,in order to investigate the adaptability of teachers to project-based learning and help teachers improve their adaptability,this study starts from the five first-level indicators of concept adaptation,attitude adaptation,ability adaptation,environmental adaptation and behavior adaptation,and 18 secondary indicators.An adaptive questionnaire for primary and secondary school teachers on project-based learning was prepared.After the questionnaire was compiled,tested,tested and revised,some primary and middle school teachers were investigated.Through the descriptive statistical analysis method of the primary and secondary indicators of the questionnaire,the differences in the adaptability of project-based learning for different types of primary and secondary school teachers were analyzed by independent sanple T test and one-way analysis of variance.The relationship between concept adaptation,attitude adaptation,ability adaptation,environmental adaptation and behavioral adaptation was analyzed by regression analysis.Finally,this study mainly got the following conclusions:(1)The current unsuitableness of primary and secondary school teachers for project-based learning is mainly reflected in the ability adaptation and environmental adaptation.Therefore,when promoting project-based learning,more attention should be paid to the classroom control ability of teachers in the project-based learning process.The design ability of project-based learning,the evaluation ability of project-based learning,the ability of curriculum reconstruction,and the cultivation of project-based learning implementation ability.Schools and education-related departments need more encouragement and praise for teachers to carry out project-based learning.They should not adopt stress policies and should provide more resources and environment support for teachers to carry out project-based learning.(2)The teacher's gender,education,teaching subject,and professional title are not the main factors that affect the teacher's adaptive differences in project-based learning.(3)The adaptability of teachers to project-based learning will be influenced by the teacher's age,professional background,coaching grade,teaching age,position,time and situation of participating in project-based learning,and whether or not they have received project-based learning training.(4)This study found that teacher ability adaptation,concept adaptation and attitude adaptation have a significant positive impact on teachers' behavioral adaptation to project-based learning,while environmental adaptation has no significant impact on teachers' behavioral adaptation to project-based learning.The teacher's behavioral adaptation to project-based learning is mainly determined by the various abilities required by the teacher to carry out project-based learning.The concept adaptation is second,the attitude adaptation has the least decision-making effect,and the environmental adaptation has no obvious decision-making effect on the teacher's behavioral adaptation.