Investigation On Teaching Autonomy Of Deaf Education Teachers In Primary And Secondary Schools In Chongqing

Accompany the concern on students’ learning autonomy,more and more attention focuses on the teachers’ teaching autonomy.This study found that the implementation of teachers’ teaching autonomy in ordinary primary and secondary schools is relatively low,which has influence on students’ learning effect.As a relatively weak group with hearing impairment and psychological characteristics in society,deaf students in primary and secondary schools may have more educational needs.Therefore,there may be more problems in the teaching autonomy of deaf education teachers.The improvement of the teaching autonomy of deaf teachers in primary and secondary schools is not only a new requirement of the national long-term education reform and development plan,but also an urgent need to effectively improve the teaching quality and learning effect of deaf students.In this study,the present situation and influencing factors of teachers’ teaching autonomy in primary and secondary schools for deaf education were investigated by using questionnaires and interviews.The corresponding indemnificatory suggestions were also provided for the improvement of teachers’ teaching autonomy.Through investigation and analysis,the conclusions are as follow:(1)The cognitive level on teaching autonomy of deaf education teachers in primary and secondary schools in Chongqing is very high,especially on the independent use of teaching resources.The most teachers said they would actively strive for their own teaching autonomy.(2)On the implementation of teachers’ teaching autonomy,the level of teachers’ autonomy on the evaluation of students’ learning effects in the lowest,the levels of the selection of teaching contents,the evaluation of learning effects and the use of teaching resources are relative high.(3)There are not significantly different in gender,major,educational background and teaching grade for the cognitive level and exercise status of deaf education teachers’ teaching autonomy in primary and secondary schools in Chongqing.However,teachers at different ages and teaching ages have significant differences in the use right of teaching methods.The older the teachers are,the higher the autonomy of teaching methods is,by contrast,the autonomy of teaching methods of teachers with five years’ experience or less is significantly lower than that of other teachers.Teachers in different regions have significant differences in the evaluation right of learning effect.The level of independent evaluation of teachers in non-main urban areas is significantly higher than that of teachers in main urban areas.(4)There is a weak positive correlation between the cognitive level and exercise status of deaf education teachers in primary and secondary schools in Chongqing.The cognitive level has a 10.9% influence on the exercise status.In addition,teachers’ professional knowledge level,working environment and abundant teaching resources are the main factors that affect the exercise of teaching autonomy of deaf education teachers in primary and secondary schools.At last,this study provides effective strategies from the aspects of teachers,schools and society to improve the teaching autonomy of deaf education teachers in primary and secondary schools: improving cultural accomplishment and ensuring teachers’ correct cognition of teaching autonomy;learning professional knowledge and improving teaching skills;improve the incentive mechanism for teachers and improve their working environment;perfect he teaching management system and enrich the allocation of educational resources;improve the teacher evaluation system and change the concept of parents only regarding achievements;the guarantee policy of increasing the teaching autonomy of special education teachers;popularize knowledge related to hearing impairment.