Chinese Primary School Teachers Research Articles

Research on the Application of Reading and Writing Combination in Primary School Chinese Teaching

Research on the Application of Reading and Writing Combination in Primary School Chinese Teaching

Strategies to Cultivate Students' Reading Ability in Primary School Chinese Teaching

Strategies to Cultivate Students' Reading Ability in Primary School Chinese Teaching

Analysis on the Way to Reflect Humanistic Spirit in Primary School Chinese Teaching under the New Curriculum Standard

Analysis on the Way to Reflect Humanistic Spirit in Primary School Chinese Teaching under the New Curriculum Standard

The Application of Situational Teaching Method in Primary School Chinese Teaching

The Application of Situational Teaching Method in Primary School Chinese Teaching

Discussion on the Effective Application of Micro Class in Primary School Chinese Teaching

Discussion on the Effective Application of Micro Class in Primary School Chinese Teaching

The Effective Application of Microlecture in Primary School Chinese Teaching

The Effective Application of Microlecture in Primary School Chinese Teaching

Effects of Ethnicity and Spiritual Intelligence in the Relationship Between Awe and Life Satisfaction Among Chinese Primary School Teachers.

Based on the broaden-and-build theory of positive emotions, this study explored the mediating effect of spiritual intelligence between awe and life satisfaction among Chinese primary school teachers and whether this effect was moderated by ethnicity. Participants comprised 569 teachers from 24 primary schools in southwestern China, where many of the ethnic minority groups of China reside. Awe and spiritual intelligence were found to positively predict life satisfaction among primary school teachers, while awe also indirectly influenced life satisfaction through the partial mediation of spiritual intelligence. Ethnicity was also found to moderate the relation between awe and life satisfaction, i.e., when compared with the Han teachers, there is a more significant and positive relation between awe and life satisfaction in ethnic minority teachers. These findings not only indicate the critical role of awe in promoting life satisfaction of primary school teachers but also especially show that awe embodied in the traditional cultural activities makes it easier to breed life satisfaction in ethnic minority teachers.

Initial Validation of a Chinese Version of the Mental Health Literacy Scale Among Chinese Teachers in Henan Province.

Background: Teachers' Mental health literacy (MHL) is one of the important factors that influence students' mental health literacy and even their mental health status. A valid, comprehensive measure is needed to adequately identify MHL levels in the Chinese teachers. Thus, this study aimed to validate a Chinese version of the Mental Health Literacy Scale (MHLS) among Chinese teachers.Methods: A total of 367 Chinese primary and secondary school teachers in Henan province were enrolled to complete the Chinese version of MHLS and several validation measures.Results: A parallel analysis supported a four-factor structure model of the Chinese version, but because of the low communalities and mean factor loadings, the univariate structure of the original scale was selected. Additionally, the criterion construct validity of the Chinese version was supported by significant correlations with self-efficacy in coping with mental health problems, mental health status, the stigma associated with receiving mental health treatment, and socially distancing from patients with mental illness. The Cronbach's α of the Chinese version was acceptable. Females, younger teachers, teachers with higher educational level, and full-time mental health teachers showed higher levels of MHL.Conclusion: The Chinese version of MHLS is a valid and reliable tool to assess the level of Chinese teachers' MHL.

Discussion on How to Cultivate Students' Autonomous Learning Ability in Primary School Chinese Teaching

Discussion on How to Cultivate Students' Autonomous Learning Ability in Primary School Chinese Teaching

Analysis of Primary School Chinese Teaching under the New Curriculum Reform Environment

Analysis of Primary School Chinese Teaching under the New Curriculum Reform Environment

The Implementation of Educational Punishment in Primary School Chinese Teaching—Thoughts on The Great Didactica

The Implementation of Educational Punishment in Primary School Chinese Teaching—Thoughts on The Great Didactica

The Strategies for Cultivating Chinese Literacy of Lower Grade Students in Primary School Chinese Teaching

The Strategies for Cultivating Chinese Literacy of Lower Grade Students in Primary School Chinese Teaching

“What if…it never ends?”: Examining challenges in primary teachers' experience during the wholly online teaching

Since the outbreak of Covid-19, the Chinese government has issued strict policies for school operations. To meet the demands of normal school schedule while at home, teachers have been required to provide fully online classes regardless of their previous experience. Understanding and describing the authentic challenges teachers face during the wholly online learning and teaching period may not only allow stakeholders to make more informed decisions about subsequent practices, but also provide timely lessons for primary schools in other regions combating similar challenges. The present study was a phenomenological study, in which 26 Chinese primary school teachers were interviewed and provided photos that represented their typical online teaching experience. The essence of the study was “cautious adaptation,” and four themes were identified, including unpreparedness, concerns for at-risk students, constant change and diversity. Relevant issues and implications were discussed especially pertaining to technological innovation and advancement.

A Case Study of Primary School Chinese Reading Teaching Based on Core Literacy

As the essential and important means, reading has a more and more important position in learning, life and work with the development of science and cultur. Therefore, UNESCO (United Nations Educational; Scientific and Cultural Organization) wrote in a document: "The illiteracy of tomorrow will not be the person who cannot read, but the person who cannot read." Chinese course consists of five learning blocks: "literacy and writing", "reading", "writing", "oral communication" and "comprehensive learning", among theese blocks, the reading section have great significance in the primary and secondary school stage. Chinese teaching in primary schools is the foundation of basic education. It is committed to cultivating students' ability to use language and vocabulary, improving students' comprehensive quality, and laying a foundation for students to form a correct world outlook, outlook on life and values, as well as forming a good personality and sound personality. In a manner of speaking, in primary school Chinese teaching stage, the cultivation of reading ability has irreplaceable important value for the development of students' language ability, the improvement of students' thinking ability, and the comprehensive development of students' Chinese core literacy. Under such a background, this research studied the primary school Chinese reading teaching based on core literacy.

The Cultivation of Primary School Chinese Autonomous Learning Ability Under the New Situation

With the continuous improvement of the education system under the new situation, teachers are still in the leading position in teaching. Nowadays, too many students rely on the teacher for learning and the current situation of the student ability differences. Meanwhile, in order to effectively play to the role of the education system to improve, change the traditional exam-oriented education to the bad influence of Chinese teaching in primary schools, training students’ thinking ability, develop good habits, improve the classroom efficiency, further promote the cultivation of the ability of autonomous learning in primary school Chinese teaching is imperative.

Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China

This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers’ fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers’ cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students.

In-service Teachers’ Didactic-Mathematical Knowledge on Elementary Algebraic Reasoning. The Case of the Shanxi Province of China

In this study, the Chinese in-service teachers’ didactic-mathematical knowledge on elementary algebraic reasoning is assessed using a questionnaire developed in Spain. The first aim is to diagnose the current situation in China of in-service primary school teachers’ knowledge regarding elementary algebra and its teaching. The second aim is to provide enlightenment to teacher training so as to make the concept of early algebra popularized among Chinese primary school teachers. The sample included 264 primary school teachers from the Shanxi province in China. The questionnaire consists of two parts: part 1 comprises 5 items about teachers’ gender, teaching experience, professional certificate, educational background, and region; part 2 comprises 25 items from the original version in English. The difficulty, discrimination indexes as well as reliability of the instrument have been determined, reflecting the psychometric properties of the instrument. The dependent variables include 7 aspects divided in 2 dimensionalities apart from the total score. The results reveal Chinese primary school teachers have solid knowledge of algebra but lack pedagogical knowledge in early algebra. This suggests that it would be necessary to set clear training objectives on the core idea of the algebra in national teacher training programs; in addition, our findings emphasize more attention should be given to teachers who have less than 10 years of teaching experience. Finally, we conclude teacher training would be more effective if highly experienced teachers––more than 20 years, became trainers to teach the practical modules.

Development of a scale of Chinese primary school teachers\u2019 job embeddedness

Based on the background of Chinese education reform and Chinese cultural values, the paper aims to develop a good reliable and valid scale to measure the job embeddedness of Chinese primary school teachers. To achieve the above purpose, first, we created these domains and items through an analysis of previous literature and an opened questionnaire survey of Chinese primary school teachers. Second, three experts and scholars from education and psychology evaluated the content validity of the scale. Finally, we randomly selected 534 Chinese primary school teachers to form a sample, and then tested the reliability and validity of the scale by SPSS and Amos software. We found that the scale of Chinese primary school teachers’ job embeddedness consists of five domains, including 28 items. The reliability and validity of the scale is acceptable. The five domains were named “fit to organization”, “fit to community”, “organization-related sacrifice”, “links to community” and “fit to family”. Therefore, we come to the following conclusions: first, the structural model of job embeddedness of Chinese primary school teachers consists of five dimensions. Second, the scale gets a good reliability and validity.

Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder

BackgroundThis study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. MethodFour hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. ResultsThe results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. ConclusionsThe study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children.