An Investigation And Research On Motivational Behaviors Of Teachers In Reading Teaching Of Elementary School Based On Chinese Core Literacy

The Chinese core literacy includes the connotations of language use,thinking skills,aesthetic creativity and cultural confidence,which are the correct values,essential characters and key abilities that students gradually form in the course of learning the curriculum.It responds to the trend of the times and meets the need for students to develop comprehensively and improve their personal abilities.Therefore,primary school language teachers need to seriously examine and consider the value of core literacy in the process of educating people in schools,and take the implementation of core literacy in classroom reading teaching as a grip to respond to the "people-centered" education concept.Teacher motivational behavior is the process by which teachers motivate students through their own behavior,mobilizing their motivation and creativity to work towards their desired goals.Therefore,if teachers’ motivational behavior is used properly,it will undoubtedly play an important role in the cultivation of students’ core language literacy and the improvement of the quality of primary school language reading teaching.However,in the current primary language reading teaching,some teachers are still inattentive or not good at using motivational behaviors to implement the cultivation of core language literacy,which must be given high priority.This study uses the classroom observation method and the interview method comprehensively.Besides the introduction and the conclusion,the specific research content includes four parts:Part I mainly elaborates the definition of the core concept and the relevant theoretical basis of teachers’ motivational behavior in primary school reading teaching based on Chinese core accomplishment,defines the concepts of Chinese core literacy,primary school reading teaching and teacher incentive behavior,and analyzes the theoretical basis of this study from the connotation: constructivism theory,reinforcement theory and Maslow’s hierarchy of needs theory.Part II mainly investigates from the research perspective of "Teacher incentive behavior in primary school Chinese reading teaching".Combining with the data collected from classroom observation and interview,the current situation is analyzed from four perspectives: the diversity of teacher incentive behavior types,the comprehensiveness of content,the fairness of object and the artistry of presentation.Part III summarizes the problems and causes of teachers’ incentive behavior in primary school Chinese reading teaching.Based on the core quality of Chinese,teachers’ improper incentive behavior includes seldom facing the group and all students,paying too much attention to the evaluation of language application knowledge,ignoring the deep development of students’ thinking ability,ignoring the penetration of students’ aesthetic creativity,and paying little attention to the broadening of students’ cultural vision;summarizes the reasons for the problems in teachers’ incentive behavior from four aspects: teachers lack awareness of motivation,the poor ability of teachers’ incentive,the poor communication between teachers and students and the insufficient support from the school.Part IV according to the existing problems and causes of teachers’ incentive behavior in primary school reading teaching,put forward improvement suggestions,including:teachers change their own ideas,enhance the awareness of incentive;Teachers strengthen their own quality,improve the ability of motivation;Teachers guide students to communicate and enhance their incentive perception;Schools provide the necessary support to enhance the effectiveness of incentives.