First, the significance of teaching concern for junior high school political teachers
Before understanding the significance of attention in junior high school political teaching, we must first have a prepared understanding of the word attention. The author sorts out the definition of concern by scholars, and thinks that concern is the place of concern, interest and attention; Therefore, it is an important subject to study teachers' attention in teaching. But what is teaching concern? Every researcher has a different understanding of teaching concern, which is a further expanded explanation on the basis of fuller [2]. According to the collation and analysis of the literature, the author finds that Fuller's definition of teachers' teaching concern is relatively broad in meaning, and later scholars tend to interpret teachers' teaching concern at the teaching level. Researchers believe that teachers' teaching concerns will be more or less influenced by their own and external environment. Therefore, the so-called teacher's teaching concern refers to any topic that teachers encounter in the teaching process and will affect teachers' teaching, and this topic is what teachers pay attention to. And these topics will have different stages of attention because of some influencing factors.
Second, the development and application of junior high school political teaching concern research
Teaching is related to the development of research
Professors who teach in teacher training institutions have begun to try to find out what to teach students. Professors began to investigate teachers' problems, teachers' complaints, teachers' anxiety and teachers' satisfaction, which opened the prelude to the study of junior middle school political teachers' teaching concern. Fuller conceptualized teachers' teaching concerns and divided them into two types: self-interest concerns and students' interest concerns. Finally, according to the data of the teacher's attention checklist, the factor analysis shows that the teacher's teaching concern should include the teaching situation concern, but the teaching situation concern can only be solved by changing the situation itself, or changing itself first and then promoting the situation change. Therefore, when talking about the theory of teachers' teaching concern, it only includes three aspects, that is, self, task and influence represent the three stages of teachers' teaching concern [3].
(B) the application of teaching concern research
When teachers' concern for innovative measures in education reform was similar to Fuller's concern for teaching, they launched a three-year empirical investigation based on the concept of concern and established a focus-based adoption model. Their basic views are as follows:
1. Reform is a process, not an event;
2. In the process of reform, it is very important to understand the views of the executors;
3. Changing the status quo starts with changing people;
4. In the process of change, innovation and implementation are two sides;
5. The reform process can be realized through planning;
6. The innovation mentioned in this model generally refers to changes of various types and sizes.
Therefore, the adoption model of focus-based educational reform research is regarded as the best empirical theoretical model, and its application field is not only educational research, but also extended to nursing, agricultural extension, business education and so on.
Third, the related research on the teaching concern of junior middle school political teachers.
As far as the theme of this study is concerned, it can be summarized into the following four research directions: the application of normal education; Apply it to solve other concerns on the basis of theory; Verification of theory; Discussion on influencing factors. The researchers combed the relevant literature in four research directions and reached the following conclusions:
(A) the application of normal education
The researchers found from the literature that most of the research applied to normal education is in the early stage, including Fuller's book 1967, which takes 332 normal students as the research object; During the period of 1960~ 1970, Hall took the normal students who participated in the personalized experimental course of normal education as the object, and during the period of 1969, Patterson incorporated the theory of teaching concern into the curriculum arrangement of normal education, and reached a conclusion: the teaching content and the practical experience of normal students are important contributors to completing the development task and solving the concern; Normal students who incorporate the theory of teaching care into the curriculum arrangement are more satisfied with the teaching content and professors. Therefore, if we change the course connotation or course order in the pre-service training course for teachers, so that the pre-service teachers' teaching care is paid attention to, it should be of positive significance and help.
(2) Solving other problems on the basis of theory.
Including foreign scholar Roper in 1993 to discuss the relationship between normal students' perceived teaching concerns and teachers' perceived teaching concerns, Lorhr in 1994 to discuss the teaching concerns of pre-service teachers and in-service professors, and recent domestic researchers to explore the relationship between teachers' sense of efficacy and the stage and acceptance of education reform, and to clarify the influencing factors of teachers' acceptance of education reform; Li Fuhui discussed the current situation of teachers' cognition and concern and its related influencing factors within the scope of teaching health teaching. Li Jiang can discuss the integration of information into teaching and teachers' concerns; Wang discussed the current situation and correlation between teachers' teaching care and teachers' professional growth needs, and compared the differences between teachers with different personal factors and environmental factors [5]. From two related studies abroad and the literature of domestic researchers in recent years, we can know that we have begun to try to develop theoretically how to solve practical problems, so as to explore the concerns of pre-service teachers in schools or different teaching situations and positions, respond to the changes of teaching times, and serve as a reference for educational reform. For example, the integration of science and technology into teaching and teaching profession, and the application of CBAM model to explore the focus of change are all topics worthy of consideration and eager to explore.
(3) Verification of theory
From the relevant applied research, we know that Fuller's teacher concern has been applied to other educational objects in many studies to understand the development of concern in other different educational fields, so as to verify whether Fuller's theory can also be applied to other educational fields. Of course, not every research result has the same conclusion. However, this field is still called the development stage in domestic literature, and whether the situation is really as worthy of discussion as Fuller's theory.
(d) Discussion on relevant influencing factors
From the research literature, we can know that the research literature in this field is rich, and there are many factors that affect the teaching of junior middle school political teachers, which can be divided into personal factors (gender, age, education …) and situational factors (school size, position …). Senior researchers focus on gender, age and educational background, and get different results. It can't be ignored that because we are a quasi-experiment of sampling survey, the results can't be widely applied to all regions. Even so, it is still a valuable reference point for future research.
Four. Concluding remarks
From the beginning of teaching, we have paid attention to relevant theoretical research and discussion. Up to now, we can find that each researcher will explain and expand from different angles because of his different understanding of the definition of domain and noun. This paper discusses the teaching concerns of junior middle school political teachers. Scholars have different definitions of its meaning, which can be roughly divided into two types: one is generalized, and the other is teacher concern; Second, in a narrow sense, it refers to attention in teaching. But in fact, it can be pointed out from relevant research that both of them will affect the development of junior middle school political teachers in teaching. So the researchers combed the relationship between them and found that they did not conflict. Secondly, researchers can see from the relevant literature that previous researchers mostly focused on pre-service teachers and primary and secondary school teachers. However, in the process of receiving education, students are always influenced by teachers' teaching concerns. Therefore, teachers' teaching concerns and needs at each stage should be understood. Thirdly, from the relevant research in recent years in China, it is found that more and more attention-based adoption models are applied to the level of teaching reform, which can highlight the importance of teachers' role and mentality in education reform. Finally, even if we can collect a lot of information from the questionnaire in the study, it is not enough to show that this is the correct teaching focus of junior middle school political teachers, but must be supplemented by additional information, such as open discussion of problems will be a good source of information. In a word, teaching is a science, and the attention of junior middle school political teachers will not only affect students, but also be the driving force for the progress and development of parents, schools, society and the country. From individual to all; Physical and mental cultivation. Therefore, it is a starting point to understand the concerns of junior middle school political teachers and explore the concerns of teachers in teaching. We should not only admit it, but also improve our source and strength in education.
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