A Study On The Subject Core Literacy Development Paths Of Language Teachers In Guangxi Township Junior High Schools

The Opinions of the State Council of the Central Committee of the Communist Party of China on Comprehensively Deepening the Reform of Teacher Construction in the New Era clearly put forward the goal of "creating a highly qualified,specialized and innovative teacher team to the satisfaction of the Party and the people",and at the same time,Professor Wang Guangming,a scholar,proposed that teachers’ core qualities are formed and developed during teachers’ participation in or engagement in educational teaching and research activities.In the meantime,Professor Wang Guangming proposes that the core quality of teachers is the professional cultivation of teachers that can adapt to the needs of social development and professional development,and promote their own professional development.To strengthen teaching quality,we must first improve teachers’ subject core literacy,and studying teachers’ subject core literacy can help deepen education and teaching reform and improve the efficiency of teacher team building.Under the illumination of the empirical learning cycle theory,we studied the core literacy development paths of language teachers in township junior high schools by combining literature,survey,interview and observation with case study as the main research method.The purpose of the study is to explore the problems,analyze the causes,and construct the cultivation path by comprehensively collecting research data in order to grasp the original materials more fully and using tools such as SPSS20 and questionnaire star for scientific analysis.The study will help to provide new ideas for the path of core literacy development of language teachers.The study follows the empirical learning cycle theory of American social psychologist and educator David-Kolb,and summarizes the four dimensions of "learning-action-research-thinking".The study found that the main problems of core literacy of language teachers in Guangxi townships are: vague understanding of connotation,low attention and financial support,insufficient learning time,insufficient integration of multidisciplinary knowledge;lack of resource integration,low number of theme-based practice,lack of process evaluation;single form of organization,low effectiveness of training,and weak teaching and research atmosphere;single content of reflection,limited forms of reflection,and limited reflection.The content of reflection is single,the form of reflection is limited,and the atmosphere of reflection is insufficient.The causes of the above problems are: insufficient support,poor regional teaching and research mechanism;heavy administrative burden,lack of teaching and research atmosphere,lack of personal time and energy;lack of literacy,weak development awareness,burnout,etc.In this regard,the study explores a circular path suitable for the core literacy training of middle school language teachers in townships,i.e."learning-doing-researching-thinking",and proposes the following countermeasures: clarifying the training objectives,strengthening core literacy training and learning,and improving supporting support;exploring teaching resources and increasing the frequency of practice;exploring diversified training modes,exploring multidisciplinary penetration courses,and optimizing the incentive measures for the whole process;creating an atmosphere for teaching reflection,awakening the awareness of reflection,and providing diversified reflection methods,etc.Such studies in the future can further focus on teachers’ training and learning,combine with the requirements of the new language standards,and further broaden the connotation of teachers’ core literacy...