Rural Primary And Secondary School Teachers Training Present Situation, Problems And Countermeasure

Social profound change, science and technology, economy, education evolving depth direction, education is the cornerstone of social progress is to promote socioeconomic development of rural backbone. Establish a high level of teachers in rural areas, not only of great significance in promoting the sustainable development of agriculture, rural areas and farmers as well as the modernization of rural education, but also to improve the quality of the whole nation, to speed up the process of socialist modernization with Chinese characteristics and Chinese Education sustainable development of far-reaching. Rural vast, two-thirds of the number of teachers of teachers, due to various reasons such professional growth among teachers of rural primary and secondary teachers in training career with a large gap between urban and severely restricts the education of China's rural areas balance and development, and only continue to deepen reform of rural teacher training, education in rural areas in order to promote continuous development and progress. Thus, further narrow the gap between rural and urban education, making the balanced development of urban and rural education. This is an important factor in this paper, research training of rural teachers. This paper aims to train teachers in rural areas instance investigation and analysis of the different approaches of rural teachers interviews, etc., in order to find restrict training and development of teachers in rural factors, to explore for teacher development strategies in rural areas. By collecting information and data in rural areas, and then be collated and analyzed the status quo of rural teacher training and problems. The survey found that the first teacher training in rural areas deficient training funds, less time, heavy task of teachers to participate in training opportunities for teachers in the city too little than it is. Secondly, models and methods of training teachers in rural areas lag is also largely remain on the traditional model of teacher training, teacher training from the actual needs of rural, technology and advanced management concept into practice is difficult to go into teacher training, teachers' participation in the training initiative weak. In addition, teachers in rural areas is difficult to establish a strong one-way flow of rural teacher training long-term mechanism; the lack of humane care teacher training, not well to the needs of teachers and teachers in the development of organic combine to make teacher training in rural areas with not on the pace of development of teachers. In this paper, to solve of teacher development and external environment, institutional mechanisms, teacher training philosophy and teachers in rural areas of their own development, rural teachers in China should be combined with the economic situation in rural areas, teachers' professional qualities, digitization and the extent of government support, funding the actual situation, to expand the training system guarantee, be targeted to form openness, autonomy, diverse teacher training mode and roads, making teacher training exchanges between regions, cooperation and learn from the formation of resources complementary and shared channels. Rural teachers are really achieve professional growth and teacher training substantive progress.