| Self-directed learning of teachers is that teachers in the professional development goals, through active participation in various ways of learning, and active selection of learning content to learn, resulting in Teachers’ professional knowledge, ability, moral and emotional changes in the growing. This paper mainly uses the theoretical research method, comparative method and survey method, taking Yuexiu District of Guangzhou and Dongyuan County of Heyuan as object.The empirical study found that urban and rural primary school teachers, there are differences in self-directed learning situation, mainly in the factors of learning motivation, approach, content, effect and influence.City primary school teachers in the learning motivation, approach, content, effect and influence factors is better than that of rural primary school teachers.Reasons for the differences between urban and rural primary school teachers’ self-directed learning in many aspects.Factors affecting is the result of teacher learning effect for the differences, but not the main reason.Finally, the author puts forward the following measures for the urban and rural primary school teachers:the teacher should have strong consciousness, learning method, time management; School master should understand teacher development need; reduce the school affairs, increase the teacher’s professional self-directed learning time.Aiming at the main problems of rural primary school:the government should provide financial support to teachers’ self-directed learning; School should make good use of the limited resources; some incentive measures should be take to improve teachers’ self-directed learning; finally, according to the city primary school teachers. The school should pay attention to the teacher occupation burnout appears for teachers, Some measures should be take to reduce the pressure. |
