A Study On Investigation And Strategies Of School-based Training In Rural Senior High School

School-based training takes the teachers’ serving schools as the main body. Becauseof its irreplaceable advantages compared with other forms of training and itspracticability both in urban and rural areas, the training thereby has become animportant approach for teachers’ continuing education. In recent years, many rural highschools have carried out school-based training. But due to the constraints of the ruraleconomy, history, culture and other conditions, school-based training has met with manyproblems here, which leads to low effectiveness or ineffectiveness, and is not beneficialto the development of rural high school education. Therefore, it is necessary to find outthe reasons for these problems and the effective solutions.Among the existing literature data, there have been lots of studies on school-basedtraining, however, much of them are not actually based on the training in the vast ruralareas in China, especially on rural high school teachers, which shows that school-basedtraining in rural high school has not been given sufficient attention, and also highlightsthe need for this study. The thesis takes Lianping, Heyuan—a key poverty-strickencounty in Guangdong—as an example. Having sorted out the relevant literature,through questionnaires, interviews and field research, the thesis comprehensivelyanalyzes the major problems in school-based training in rural high schools: obscureunderstanding of school-based training; teachers’ lacking of initiative and enthusiasm;shortage of training expenditure and teachers; poor training and evaluation forms; andless pertinence for training content. This thesis is aimed to study these problems andfurther concludes the deep-layer causes--fuzzy awareness of school-based training andthe lag of concept system; imperfect training security system; ignorance of teachers’ dominant position; difficulty to meet the requirements. The study combines the relevanttheories of school-based training with the special circumstances in rural areas to putforward some corresponding solutions, including updating ideas, strengtheningcognitive training of school-based training, perfecting security system and focusing onthe teachers’ needs in the training and so on.