The Study Of The Rural Teacher Learning's Current Situation, Problem And Improvement Strategies

Teacher-learning has been the focus of researchers and practitioners in education, for the reason that school teachers could only be learning constantly can promote their professional development, than can promote students' learning and development well. In the vast rural areas, there are many of students, due to the society, economy, culture and education development level, the level of rural teachers' specialization are low. Meanwhile, the effect of teachers-learning is not good, the effect of teachers-learning to professional development for rural teachers is not enough.This study is mainly using questionnaire survey and interview survey to investigate the situation of rural teachers' learning, the main questions of the research mainly includes: the characters of teacher-learning; the problems existed in the process of teacher-learning; what strategies should be taken to improve the effect of teacher-learning. By the investigation,hope to found the faults in their concept and practice, combining theory to do some in-depth analysis, provide suggestions and countermeasures to improve rural teachers' learning.This research found these problems about the rural teachers' learning: some rural teachers have certain misunderstanding about teacher-learning; rural teachers have multiple learning purposes with the lack of specific learning objectives; rural teachers have abundant learning content with the lack of systematic; rural teachers' recognition to the learning methods related to the learning effect closely; heavy teaching tasks for rural teachers lead to less time to learn; there are obvious distinction between their learning and teaching; rural teachers are short of external support for teacher-learning.Headmaster and teacher are the most important members in teacher-learning,headmaster has the key role and teacher has subjectivity in teacher-learning. In allusion to headmaster and teacher,some suggestions include: headmaster should do some change from oneself, leading teacher to practice teacher-learning; to consummate the learning resources, and improve the existing resources utilization; to build teacher learning culture atmosphere actively; provide good program improve the effect of teacher-learning.