On Training Of Comprehensive Primary School Teachers

Pack classes teaching mode is adopted in many developed countries around theworld. In this mode, one teacher teaches all the subjects of a class. In that case, teacherscan examine the students’ learning situation from all the aspects. It would be able tosolve a series of problems, such as the shortage of teachers and relative scattering ofstudents. It is feasible that this kind of teaching mode is applied to areas where there isbadly off for teachers and the teachers’ quality varies greatly in China. The studydelimits the comprehensive primary school teacher, based on the definition and trainingmode of comprehensive primary school teacher around the world, and the investigationin neighboring regions of Luoyang. Furthermore, the study employs the literatureresearch, investigation, and induction method to induce the effective training strategiesthat we could learn from, the possible difficulties in the process of training, and thefuture study, by analyzing successful implementation of the training mode ofcomprehensive primary school teacher in China. For example, the normal collegescould add "general" major, and gradually narrow the gap between comprehensiveprimary school teachers in our country and the comprehensive teachers in developedregions abroad. From the perspective of teachers’ training mode in China, the trainingmode of comprehensive primary school teachers is a kind of new exploration andpractice. It plays a great role in promoting the quality of teachers’ specialization andintegration. The training of comprehensive primary school teachers will meet the needof the new curriculum reform of elementary education, as well as the need of mostcountryside in China. To some extent, it will solve the problems, such as the shortageand low quality of teachers, and scattering of students in the countryside.