Yibin City Secondary School Teachers Training Needs Analysis

Building a team of high-qualified teachers is a great treasure to take. It is vital for flourishing our country by science and technology. It is the key point which decides whether the primary education reform can succeed. Further education for primary and middle school teachers is an effective way of improving the quality of them. It is also an important component of education for teachers. In the new reform of primary education of our country, studying teachers' further education is of great significance. At present, the project of teachers' further education has already been put into practice. Training for all teachers is entering the stage of summarizing, reflecting and improving. The property of being effective is the key indicator of how to evaluate the training effect. It is also what the people are thinking about who work on teachers' training. The training is money consuming. So how much have the trained teachers been improved at all? What problems are still existing in the training? What measures can be taken to improve the actual effect of the training practically? We can find from the previous research of relative documents that the study of further education for primary and middle school teachers and the demand of teachers' training both attach importance to the actual effect. And it still has a deep study of the major aspects including the teachers' motives, the training mode, the training content, teaching methods, etc. that influence the training effect. All these studies now come to an agreement that it is necessary to analyze fully the training demand. The study of training demand is phased work, i.e. it has different demands according to different periods, areas, tasks and groups.From the angle of teachers, this study has surveyed by means of questionnaires, surveys and interviews, training demands of middle, high and vocational and technical educational school teachers in all the areas, counties, towns and villages of Yibin. The results indicate the major problems that the training of middle school teachers cannot meet their actual needs which can be seen in the following five aspects. Firstly,the connotation of teacher profession development is vague. All levels of training do not aim clearly at teacher profession development. Secondly, teachers taking part in the training do not know primary teaching practice well, and their teaching is separated from practical middle school teaching. Thirdly, training institutions lack surveys of training demands of teachers. Their training contents cannot meet the teachers' needs. Fourthly, the training schedule is not reasonable and takes up teachers' rest time. Fifthly, the policy guarantee support from the educational managing department is not adequate. The conflict between working and attending trainings has a relatively serious impact on whether teachers can attend normal training. Additionally, economic burden is a big pressure on countryside teachers as well. Meanwhile, the survey shows that most middle school teachers in Yibin believe what they lack are the abilities of studying the art of teaching and relative knowledge of their subjects. They hope to learn how to make use of advanced teaching methods, modernized teaching medias and how to make those medias by themselves. They like mutually active training and teaching methods and as well as connecting ideas and practice by exhibiting examples and discussing topics. It demands more of teachers' major knowledge, teaching skills, scientific research and innovation than those of the titles of their technical post and educational backgrounds. And it pays much attention to their practical experiences.Based on all above, this study proposes the following measures of solving the problem that Yibin cannot meet the need of middle school teachers' training. Firstly, the edcational managing department carries out relative measures to ensure the time and energy for teachers who are attending trainings. Secondly, practically plan trainings which aim at teachers' profession development. Thirdly, set up an efficient feeding back system and provide teachers' training according to the needs of the society and individual teachers. Fourthly, integrate teachers' training resources and plan training services as a whole. And set up a high qualified and relatively stable group of professional teachers' trainers.