Research On The Teaching Resources Integration Ability Of Rural Primary School Labor Education Teachers

Labor education is an important part of the education career of socialism with Chinese characteristics,is to develop a new era of socialist builders and successors of labor is an important content of spirit,the development of rural school labor education about labor education in our country overall deployment of the implementation of the results,since the19 th CPC National Congress with fully implement the strategy of rejuvenating the country,strengthen rural primary school of labor education has become a topic of righteousness.The abundant labor education teaching resources in rural areas are the essential elements for the implementation of labor education,and the local teachers with labor background are the right-hand man for the implementation of labor education.Under the strong promotion of the development of labor education by the state,the implementation effect of labor education in rural primary schools is still unsatisfactory.In order to investigate its root,this paper deeply analyzes the reasons why the development of rural labor education falls into a dilemma,and focuses on the teaching resource integration ability of rural primary school labor education teachers.Constructivist learning theory emphasizes the construction of knowledge and the generation of ability.It takes constructivist learning theory as the theoretical basis to interpret the teaching resource integration ability of rural primary school teachers.It combines constructivist learning theory with the Professional Standards for Primary School Teachers issued by the Ministry of Education.The research selects the teachers of 3 rural boarding central primary schools in C City as the research objects,and studies the teaching resource integration ability of rural primary school labor education teachers through the interview method and questionnaire survey method.The interviews and questionnaires are completed centering on the cognition ability,design ability,evaluation ability and reflection ability of rural primary school teachers in labor education teaching resources.Results showed that the current rural labor education teachers teaching resources integration ability limited main reason is that:(1)Teachers’ cognition of labor education and labor education teaching resources is fuzzy.They simply equate "manual labor" with labor education and simply regard teaching materials,plantations,practical farms,etc.,as labor education teaching resources.Although they intend to integrate labor education teaching resources,their ability is limited;(2)Teachers cannot break through the shackles of conventional thinking.Lacks the consciousness that excavates the labor education teaching resource channel,relies on the teaching experience to follow the previous labor education teaching design pattern;(3)The school has not yet formed a perfect labor education evaluation mechanism.It mainly focuses on the unidirectional evaluation of the teaching design of teacher labor education,neglecting the value of mutual evaluation between teachers and teachers;(4)Limitations of teachers’ after-class reflection.Not pay attention to the failure of labor education teaching resources integration experience,from which to summarize the experience;Understanding the importance of family education,but do not think about how to deal with the rural students because of their complex family factors,and the problem of labor education learning effect is not good.In view of this,the improvement of rural primary school labor education teachers’ teaching resource integration ability should be targeted to strengthen the training of teachers’ professional ability,the development of labor education teaching resources,the construction of multi-dimensional evaluation system and the improvement of teachers’ reflective ability.Specifically,first,we should strengthen the professional ability training of rural primary school teachers through multi-help.Teachers themselves should establish a sense of innovation,take the initiative to understand and master the information about labor education teaching resources,restructure and optimize the original cognitive structure,and schools should provide a variety of learning and training opportunities to create conditions for the improvement of teachers’ ability to integrate labor education teaching resources.Second,the use of information technology,the development of labor education teaching resources new channels.Make full use of the existing Internet resources and hardware equipment in rural primary schools,build a regional network labor teaching resource sharing platform between schools in rural areas,combine with local resources,and form an information-based labor education teaching.Third,build a multi-dimensional evaluation system.We should expand the communication and evaluation channels among multi-disciplinary teachers on the design of labor teaching resources,establish a flexible and symbiotic mutual evaluation relationship between teachers and students,and pay attention to the feedback information of students on the design of labor education teaching resources.Fourth,dialectical examination to improve teachers’ reflective ability.Pay attention to the experience of the integration of labor education teaching resources,at the same time pay attention to the use of students’ family resources,make it as an essential part of labor education teaching resources,to ensure that labor education can be put into practice.