| For a long time, the English teaching in rural areas is not satisfactory, which bears great relation to the incompetence of their English teachers. The new curriculum reform has even carried the professional development of rural junior English teachers to the forefront. The research at present tries to explore the professional development of the rural English teachers by combining the theoretical and empirical methods.The dissertation first identifies the core connotation of foreign language teachers' professional development as the persistent reconstruction of educational concepts and professional spirits, the continuous development of professional and non-professional knowledge, and the unceasing enhancement of teaching ability. Based on this understanding, this research investigates the status quo of the rural junior English teachers' professional development by taking professionalism, knowledge and ability as the framework, and analyzes the reasons. The survey shows that the English teaching staff in junior middle school is encountering many problems, such as the disproportions in sex, age, educational level, professional ranks and titles and professional background, which results in the disorderly spontaneous situation for their professional development. The main factors affecting the professional development of the rural junior English teachers includes the teacher individual condition and the external environment.At last, the research at present proposes three approaches for rural junior English teachers themselves to improve their professional development level, namely, reflective teaching, school-based teacher training and teacher learning-development community on-line, and also puts forward some action strategies from the aspect of policy system to facilitate the professional development of rural junior English teachers.The research at present has a theoretical and practical significance for the professional development of China's rural English teachers.
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