A Study On The Understanding And Implementation Of Innovative Teaching By Elementary School Chinese Teachers

Teaching needs innovation,teachers need to innovate in teaching.The promotion of teachers' innovative teaching in our country has been continued since the 1980 s,and there are still many questions in teachers' teaching,such as the lack of effective implementation of innovative teaching,the lack of awareness and ideas of innovative teaching,the lack of innovative quality,etc,which makes the continuous and in-depth research on teachers' innovative teaching particularly necessary.And because the primary school stage is the important stage of the student receives the system education and lays the foundation for the student future development;Chinese teaching is the foundation of primary school teaching,with both instrumental and humanistic integrated teaching content and characteristics,which also makes us research on primary school Chinese teachers' innovative teaching is particularly important.Therefore,this study,starting from innovative teaching,explores the understanding and implementation of innovative teaching by primary school Chinese teachers.Through sorting out and analyzing relevant policies and literature,this study determined to explore the understanding and implementation of innovative teaching by Chinese teachers of M primary school in Q city and D primary school in J city through interview,classroom observation and questionnaire survey.First of all,through the interview with teachers,to understand the current classroom teaching methods of Chinese teachers in these two primary schools;Their cognition and understanding of innovative teaching and their view on the necessity of innovative Chinese teaching;Their innovation in teaching practice;factors influencing their innovative teaching;they want to make innovative efforts in Chinese teaching in the future as well as the expectations of Chinese classroom innovative teaching.Secondly,through classroom observation,we can further understand the implementation status of innovative teaching in the classroom of Chinese teachers in these two primary schools,and know whether they really put their understanding of innovative teaching into practice.Finally,questionnaire surveys are conducted among teachers and students.On the one hand,through the teachers' questionnaires to understand the innovative teaching motivation,the self-efficacy of innovative teaching and the specific innovative teaching behavior of the Chinese teachers in these two primary schools,in order to more fully analyze the factors influencing them to innovate the teaching,the innovative teaching of the status and their self-cognition of their innovative teaching quality.On the other hand,through the students' questionnaires,we can know more objectively the implementation status of the innovative teaching of Chinese teachers in these two primary schools,and understand the students' evaluation of the innovative teaching performance of their Chinese teachers in the actual classroom.The results show that the Chinese teachers in these two primary schools have misunderstandings and deficiencies in the understanding of innovative teaching;failing to put their understanding of innovativeteaching into practice;there are many problems such as lack of effectiveness of innovative teaching and even lack of teaching innovation,etc.This study makes corresponding attribution analysis: first,the absence of innovative teaching environment,including national macro education and teaching policies and systems,teaching reform and requirements and other specific teaching guidance related to innovative teaching;the lack of innovative teaching atmosphere and supply of conditions in schools;Second,the lack of teachers' own innovative teaching quality;Third,the teaching subject--students,their individual differences,lack of innovative learning initiative,etc,affect teachers' understanding and implementation of innovative teaching.Therefore,this study puts forward the targeted teaching optimization strategies and suggestions: first,national macro teaching requirements are specific and clear,giving teachers more innovative teaching guidance;Secondly,the school should improve the linkage of organizational innovation and create the environment and atmosphere for innovative teaching.Thirdly,teachers should improve the professional quality of innovative teaching and optimize the understanding and implementation of innovative teaching.To some extent,this study is expected to provide some useful references for promoting the Chinese teachers in primary school to actively explore and attach importance to innovative teaching and improve the quality of Chinese classroom teaching;improving primary school Chinese teachers' cognitive understanding of innovative teaching in Chinese classroom,effectively optimize the implementation of innovative teaching practice,to create a good atmosphere for innovative teaching in Chinese classroom;improving teachers' ability to cultivate and develop students' innovative spirit and ability,and then improve students' learning ability and learning quality,etc.