A Study On The Current Status Of Novice Teachers’ Instructional Implementation Skills In Elementary Schools

The teaching implementation ability of teachers is a crucial part of teaching ability,and the level of classroom teaching implementation ability directly affects the learning effect of students.The teaching implementation ability of novice elementary school teachers represents the teaching level of novice teachers,and will also affect the career development and progress of novice teachers.Therefore,it is important to fully analyze novice teachers’ teaching implementation skills in order to better promote national education at the elementary school level and the growth and development of novice elementary school teachers.This paper investigates the current situation of novice teachers’ teaching implementation ability in elementary school in X district of Yinchuan city,mainly using literature method,questionnaire survey method,interview method and classroom observation method,by conducting questionnaires and interviews with novice teachers in elementary school in X district of Yinchuan city,etc.,and using the statistical tool SPSS26 to process the data scientifically and accurately,and organizing and summarizing novice teachers’ interviews and expert teachers’ interviews,so as to To improve the current situation of novice elementary school teachers’ teaching implementation ability and to provide reference for how novice elementary school teachers should improve their teaching implementation ability.After research and analysis,we know that novice teachers’ teaching implementation ability is poor,mainly in the following dimensions:poor classroom teaching introduction ability,poor classroom teaching questioning ability,poor classroom teaching organization ability,poor classroom teaching wit ability,and poor classroom teaching writing ability,which leads to the poor overall teaching implementation ability of novice teachers in the teaching process.The reasons for the ineffectiveness of novice teachers’ teaching implementation ability are mainly analyzed by the author from two aspects:from the school side,one is that the training content is too empty,the other is that the "old lead the new"is too formalized,the third is that the task is too heavy,and the fourth is that the training lacks effective monitoring.From the teachers’ side,one is the lack of classroom teaching introduction skills,the other is the lack of classroom teaching questioning skills,the third is the lack of classroom teaching organization skills,the fourth is the lack of classroom teaching wit skills,and the fifth is the lack of classroom teaching writing skills,which are the five reasons for novice teachers’ poor teaching implementation ability.In order to better serve the teaching at the elementary school level and help the majority of novice elementary school teachers develop and progress,this study proposes countermeasures to improve the teaching implementation skills of novice elementary school teachers from two aspects:at the school level,countermeasures should be given by firstly,optimizing the training content,mainly from two aspects of improving the induction training and targeting guidance on teaching sessions;secondly,optimizing the "At the teacher level,five countermeasures should be taken to improve novice elementary school teachers’ teaching implementation skills:improving classroom teaching introduction skills,improving classroom teaching questioning skills,improving classroom teaching organization skills,improving classroom teaching resourcefulness skills and improving classroom teaching writing skills.Teachers’ teaching implementation skills were provided with corresponding countermeasures.This paper expects to analyze the causes of the problems of novice elementary school teachers’teaching implementation ability,summarize the strategies for improving elementary school teachers’teaching implementation ability,and aim to explore a development path that effectively aligns the promotion of novice elementary school teachers’ growth with the gradual improvement of teaching implementation ability.