Research On The Teaching On-site Learning Ability Of Novice Primary School Teachers

The on-site learning ability of novice primary school teachers refers to the synergy of a variety of special learning abilities gradually formed by primary school novice teachers through personal perception,capture,extraction,reflection,generation and transformation in the field of generative teaching activities full of uncertainties under the influence of the driving factors of the pursuit of subject understanding and the love of subjects,students and their own educational career.The teaching site is the most effective learning opportunity for novice teachers,and whether they can continue to learn in the field has become the key to affecting the career development of novice teachers,and on-site learning ability is of great significance to the career orientation,career development,concept transformation and teaching adaptation of novice teachers.Although the academic community is gradually paying attention to teachers’ on-site learning ability,there is insufficient research on the teaching on-site learning ability of the novice primary school teachers,and most of them are mainly qualitative research,biased towards textual arguments such as theoretical speculation,and relatively insufficient attention is paid to the empirical operational level.What is the on-site learning ability of novice primary school teachers? How is it generated? How to develop effectively? An empirical answer is needed.Using the grounded theoretical research method,this paper conducts interviews with 19 novice primary school teachers in W City,supplemented by classroom observation,and forms a structural model of the on-site learning ability of novice primary school teachers.Specifically,the on-site learning ability of novice primary school teachers includes classroom perception,information processing,concept transformation,reflection and improvement,and strategic feedback.The overall structural model is divided into three levels from bottom to top: perception,behavior and development,and these five core competencies have a mutual inclusion and progressive relationship.The questionnaire survey found that novice primary school teachers have low classroom perception,lack respect and attention to the "normalized" teaching site,and cannot deeply participate in it to maintain a certain sensitivity to effective resources.The level of concept transformation of novice primary school teachers is not high,and they cannot generate a systematic concept of on-site learning ability,and cannot effectively transform from concept to teaching behavior output.Novice primary school teachers have the lowest sense of strategic feedback,and cannot form corresponding teaching on-site learning strategies and pay attention to students’ feedback.Novice primary school teachers do not have a strong awareness and ability to self-renew and transcend,and it is difficult to take the initiative to migrate or actively create new teaching sites to test the learning results when facing new teaching sites.The lack of on-site learning ability of novice primary school teachers is caused by four aspects: weak learning awareness,formal learning,neglect of student resources and imbalance of their own work system.Through personalized learning,independent participation in on-site teaching learning,immersive training,the establishment of interactive teacher-student community,and loop-type adjustment of external influencing factors can effectively improve the on-site learning ability of novice primary school teachers.