An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools

KE Rong<sup>1</sup>, LI Yi<sup>2</sup>, WU Sirui<sup>2</sup>

doi:10.13718/j.cnki.jsjy.2018.04.009

2018 Volume 5 Issue 4

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KE Rong1, LI Yi2, WU Sirui2. An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools[J]. Journal of Teacher Education, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009

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KE Rong¹, LI Yi², WU Sirui². An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools[J]. Journal of Teacher Education, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009

An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools

KE Rong¹, LI Yi², WU Sirui²

1. The Primary School Attachecl to Southwest University, Southwest University, Chongqing 400700, China;2. Faculty of Education, Southwest University, Chongqing 400715, China

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Received Date: 06/03/2018

Abstract

Reading literacy is not only an important support for human beings' core literacy, but also a vital foundation for personal learning ability, personal accomplishment and lifelong development. The stage of primary and secondary school is the critical period for the formation and development of reading literacy, which is easily influenced and restricted by many factors. Among those factors, the quality of classroom teaching is very important for the cultivation of students' reading literacy. Multi-text reading is a new teaching mode of Chinese reading, which plays an important role in improving the reading literacy of primary and secondary school students, but there are still some problems in the process of its implementation. On the basis of the Theory Planned of Behavior (TPB), this study selected 1458 primary and secondary school teachers in China as samples, investigated the influential factors in the implementation of Multi-text reading instruction in primary and secondary schools. Structural equation modeling was used to explore the interrelationship among these factors and their influences on teachers' actual use of the instruction. The results showed that teachers' instrumental attitude, subjective norms and self-efficacy have significant positive effects on teachers' intention to use the multi-text reading instruction, and teachers' self-efficacy has significant positive impact on teachers' actual implementation of the instruction. According to the results of the data analysis, this study puts forward some pertinent suggestions to the teacher training program, namely, optimizing the teaching and training, strengthening field training, increasing the publicity and creating a proper environment of implementation so as to improve the performance of multi-text reading instruction and enhance Chinese students' core literacy.
- primary and secondary school teachers,
- multi-text reading,
- planning behavior theory,
- self-efficacy,
- structural equation modeling

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An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools

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