Study On The Reading Status Of Primary School Teachers In Lhasa

Reading is a method for teachers to self-learning and self-promotion.If a teacher improves his professionalism,it will play an important role in the teachers’ professional development and students’ growth.The teacher gets high-quality classroom teaching and rich management experience by reading,which satisfies,at some level,the need of fairer and higher-quality education resources from students,parents and the society.By the study on Lhasa primary school teachers’ reading,on the one hand,it can improve the situation of Lhasa primary school teachers’ reading and promote the development of Lhasa primary school teachers’ self—study and profession.On the other hand,it can advance the construction of the teacher’s team in the basic education and educational and teaching quality.It is useful for teachers to update education concept and expand education vision by means of reading.Teachers actively think about the hot and troublesome issues on the basic education of Tibet,which fosters the reform in basic education and the development of educational modernization in Tibet.The questionnaire and case interview were used to investigate primary school teachers in Lhasa.The study aimed at present situation,existence question and corresponding suggestion on the Lhasa primary school teachers’ reading.Teachers’ fundamental condition include teachers’ gender,ethnic,age,education,title,teaching experience,school location,grades,subjects,position and time in class.Both of them were followed a descriptive analysis and a difference analysis.The Lhasa primary school teachers’ reading was researched with a case interview complement.The Lhasa primary school teachers’ reading consist of self-reading,reading methods,reading environment,reading function,reading applications and digital reading.The research found that Lhasa primary school teachers’ reading were low-level on general.Significant difference existed among different gender teachers in reading environment.Significant difference existed among different ethnic teachers in reading methods and digital reading.Significant difference existed among different school location in teachers’ reading environment.Significant difference existed among different teachers’ age in reading methods and reading function.Significant difference existed among different teachers’ education in reading function.Significant difference existed among different teachers’ teaching experiences in reading function.Significant difference existed among different subjects in reading methods and digital reading.The interview showed that Lhasa primary school teachers spent little time on reading because of heavy teaching tasks.Teachers did not have good reading habits.Most of teachers liked paper reading more than online reading.The main reason that affect teachers’ reading are professional ability,unreasonable teaching schedule from school and the many teaching checking from superior department.There were some problems in Lhasa primary school teaching reading by analyzing and discussing about the teachers’ reading results.Teachers were lack of initiative in reading.Reading motivation was utilitarianism.Teachers reading contents were single.There were no rich reading resources for teachers.Teachers did not get much scientific reading methods instruction.The reading atmosphere was not good for teachers.Teachers made less use of reading function.Therefore,on the one hand,it is necessary to narrow the differences on the demographic variables about Lhasa primary school teachers’ reading.on the other hand,the study gave suggestion on changing teachers’ reading notion.Teachers’ reading environment needs to be improved.Application of practical ability should be provided for teachers’ reading.