The Study Of The Present Condition Of Young Rural Middle School Mathematics Teachers' Professional Development

With the time passing by, scholars are increasingly concerned about the professional development of teachers, which is also an important aspect of China's education department to further deepen educational reform. Its focus is to strengthen the curriculum reform in rural areas and improve the quality of rural basic education. Currently, the proportion of young teachers in rural secondary schools is increasing gradually. However, the professional foundation of them is weak and they are faced with an extremely severe situation. It is most urgent that the professional growth of them should be advanced immediately.In this paper, on the basis of reorganization and analysis of the literature, the author of the paper conduct a study about the present condition of young rural middle school mathematics teachers'professional growth and draw some relevant conclusions: young rural middle school mathematics teachers have high academic careers and low professional titles and their general competences are good, such as the strong sense of profession, high professional ideals, a high degree of professional identity and strong sense of educational responsibility. However, they are lacking in professional growth of mobility, professional dedication and have weak sense of professional planning. They are also short of mobility of professional planning, professional knowledge as well as teaching and research capabilities. Meanwhile, they have to bear the heavy burden of the task and heavy pressure. They also lack system security and humane care professional growth environment. Accordingly, we should try to explore ways of young rural middle school mathematics teachers'professional development from their personal motivation and extra motive force of education or school departments. And the awareness of young math teachers'professional growth should be enhanced. Making and carrying out the professional growth plans for them must be ensured and their professional growth ought to be promoted. We call for the effective conduct of rural secondary schools humanized"to teacher-centered"management and"Student-centered"education.