Research On The Rural Teacher Training Policy Since The Reform And Opening Up

In the development of education in our country,rural education has played the basic,the leading and the overall role.Strengthening the cultivating and training of rural teachers is an important topic of rural education policy,and it is also an important policy action to promote the development of rural education.From the practical point of view,the implementation of rural teacher cultivating and training policy did have a positive policy impact.But from another dimension,the implementation of rural teacher cultivating and training policy are encountering new problems and difficulties.The study of rural teacher cultivating and training policy has become an important subject and task of deepening education policy research.This paper focuses on the study of rural teacher training policy.From the basis of combing and analyzing the objectives and action plans of the national policy,taking Jiangsu province as an example,with a main line,a concept,and three observation points throughout the text,this paper displays an all-round and three-dimensional of target orientation,policy action,policy effectiveness and policy issues of China's rural teacher training policy since the reform and opening up.The main line is that the rural teacher training policy is always compatible with the popularity and requirements of the nine-year compulsory education in each time period and is also determined by the requirements of compulsory education,that is,the kind of rural teacher training policy must correspond with the needs or requirements for the construction of teachers by the compulsory education.This is the basic law of rural teacher training policy since the reform and opening up.The concept throughout the paper is that the state-led social-oriented rural teacher training policy in shaping the great achievements will ignore or even suppress the development of rural teachers in the subjectivity at the same time to a certain extent,which is contrary to the people-oriented education development concept.It is the basic application of materialist dialectics in the field of teacher training.The three policy observation points throughout the paper is the behaviors of the three representative policy subjects and their differences in different periods of policy,namely,the government,the training institutions,and the rural teachers.The three policy subjects have obvious differences in policy behaviors.This study is divided into five parts:The first chapter is the introduction.It mainly introduces the research origin,literature review,definition of related concept,research perspective,research method,research ideas and innovation.It provides the basis for the study and the guidance of methodology.The second chapter is the proposal and implementation of the compensation education and qualified teacher training policy(1978?1984).The policy objective of qualified teacher policy is derived from the basic requirements of primary school education for teachers in rural areas.Policy reconstruction of the rural teachers training institutions,order-oriented teacher training of colleges of normal education,compensation education,and local school training model have opened a mechanism to have a series of policy actions promoted.The compensation education and qualified education meet the demand of the number of qualified teachers in rural areas.The highly centralized planned economic management mode inevitably leads to the bureaucratization of training institutions and the low level of education in the process of policy implementation.The third chapter is the policy operation of academic standards and training improvement(1985?1999).It's the institutional requirements of promoting nine-year compulsory education system for teachers from the number to the quality.The system of teacher qualification and the appointment system of teachers,the system of continuing education of teachers and the evaluation system of teachers' training institutions have strongly promoted the popularization of nine-year compulsory education.However,the excessive pursuit of training efficiency in the implementation of policies leads to the proliferation of formalism and utilitarianism in action.The fourth chapter is the promotion of full-staff training policy since the new century(2000?present).The full-staff training policy is in line with the requirements of promoting comprehensive quality education in our country.A series of projects,represented by the new curriculum teacher training,the teachers' network plan and the National Training Program,have promoted the high-end,specialization and informatization of the full-staff training of rural teachers,while the top-down plan management,which corresponds to the engineering thinking,shows the absence of"people" in training.In the fifth chapter,based on the analysis of the first three stages of policy objectives,policy behaviors,policy effectiveness and problems,this paper puts forward the policy objectives of teacher-oriented transformation,which highlights the main position of rural teachers in the training policy.Marketing is to shape the equality principle relationship legitimate relations and mutual cooperation and partnership in rural teacher training field.The development of human personality is to change the rural teachers passive training habits and to achieve personalized rural teacher training policy transformation.