Current Situation Investigation And Research On Professional Core Literacy Of Primary School Teacher In Jiangxi Province

In recent years,the core literacy of teachers has become a research hot spot in the field of education,but the research results of primary school teachers as the object are still rare.This research investigates and studies the professional core literacy of primary school teachers.The subjects of the research are 2,564 primary school teachers in 11 districts and cities in Jiangxi Province.Draw the following conclusions by analyzing the data:(1)The professional core literacy of primary school teachers is at a good level,but there are still deficiencies.The professional core literacy of primary school teachers is generally at a good level(M=5.02).The scores of the three first-level indicators from high to low are: teaching ability(M=5.19),character improvement(M=5.06),and knowledge cultivation(M=4.83).Among the 6 secondary indicators,3indicators have a score of 5 or more,which are professional feelings(M=5.22),teaching design(M=5.24),and teaching implementation(M=5.14);The other three indicators are personality traits(M=4.89),professional knowledge(M=4.87),and general knowledge(M=4.79).Among the 18 three-level indicators,self-regulation,educational theory,humanistic accumulation and scientific knowledge need to be strengthened urgently,while psychological knowledge and subject knowledge need to be improved.(2)There are significant differences in the professional core literacy of primary school teachers in terms of region,nature of the school,age,teaching age,establishment,professional title,weekly class hours,whether to serve as a head teacher,and recognition status.From the perspective of the area,the total scores of teachers’ professional core literacy from high to low are: Yingtan,Yichun,Jiujiang,Jingdezhen,Nanchang,Ji’an,Shangrao,Xinyu,Fuzhou,Pingxiang and Ganzhou;From the perspective of the nature of the school,primary school teachers in cities generally perform better than rural primary school teachers;In terms of age,primary school teachers aged 51 and above scored the highest on average,and primary school teachers aged 31 and above tended to stabilize,but slowly improved with age;From the point of view of teaching age,with 30 years of teaching experience as the demarcation point,the level of primary school teachers with less than 30 years of teaching age continues to increase with the increase of teaching age,but the level of primary school teachers with 30 years of teaching experience tends to stabilize and slowly rises with the increase of teaching age;From the perspective of the establishment status,the professional core literacy of primary school teachers who have obtained the national establishment is significantly better than the primary school teachers who have not obtained the state establishment;From the perspective of professional titles,the overall performance of teachers with the titles of primary education and primary education is obviously better than that of primary teachers with other professional titles,and it is not that the higher the professional title,the better the performance of primary school teachers;From the perspective of weekly class hours,primary school teachers with moderate weekly class hours generally score higher than primary school teachers with too much or too little class hours;From the perspective of whether they are head teachers,the overall scores of primary school teachers who are head teachers are significantly higher than those who are not head teachers;From the perspective of the highest level of commendation,the performance of elementary school teachers commended at the city level and above is significantly better than that of primary school teachers commended at the county(district)level or below.At the same time,the nature of the school,gender,educational background,teaching curriculum and teaching grade did not have a significant impact on its professional core literacy.(3)The professional core literacy of primary school teachers is affected by teaching and research organization,teacher training,teaching self-improvement,teaching pressure,and teacher theoretical expansion.Regression analysis shows that the p-value of teacher’s theoretical expansion is greater than 0.05,which means that the teacher’s theoretical expansion has little effect on teachers’ professional core literacy.The order of importance is: teaching self-improvement,teaching research organization,teacher training,and teaching pressure.In order to effectively improve the professional core literacy of primary school teachers,the following suggestions are put forward: enrich the form of teaching and research activities;improve teacher training;guide teachers to read widely;promote teacher teaching exchanges;pay attention to teachers’ physical and mental health.