An Investigation Research On The Condition Of Proficient English Teachers' Professional Development In Rural Primary School

Education is the foundation of a century plan,instead teacher is the foundation of education.The level of teachers5 professional development is an i1portant factor to influence the quality of education in China.As a backbone of the teacher group,proficient teachers play an important role in improving the quality of teaching.The English Curriculum Standard for Compulsory Education(2011 Edition)issued by the Ministry of Education puts forward clear recommendations for the professional development of primary school English teachers that teachers should promote the sustainable development of their profession by continuously updating their professional knowledge,accumulating teaching knowledge and carrying out teaching reflection.The Professional Standards for Primaiy School Teachers(Trial)also emphasized that teachers should develop self-professional development plans,enhance professional development consciousness and gradually improve their professional quality and professional development level.It can be seen that in order to carry out the requirements of the relevant policies for teachers,the English teachers should improve their professional development level actively.However,the professional development level of primary school English teachers in China is seriously low,especially in rural areas which seriously hinders the development of rural primary school English teachers and English teaching.In addition,through the existing research results in the field of professional development of primary school English teachers,it is found that the relevant research results are insufficient.So this dissertation takes'An Investigation Research on the Conditioo of Proficient English Teachers' Professional Development in Rural Primary Schools" as the topic,with the theory of needs hierarchy,independent development of teachers,metacognition,reflection and teacher professional development stage,using the literature research method,survey research method,interview research method and classroom observation research method,prepared the Questionnaire on the Status of professional development of proficient English teachers in rural primaiy school,taking 14 proficient English teachers of six primar>;schools as the research object,and conducted targeted interviews with all participants.On the basis of measuring the current situation of proficient English teachers' professional development in rural areas,this paper analysis of the related factors af'fectimu the professional development of proficient English teachers in rural primary schools,and put forward target suggestions on how to improve the development level of professional concept,professional knowledge,professional ability and professional attitudeThe results show as followings:(1)The professional development status of proficient English teachers in rural primaryschools is at the lower middle level:(2)The main problems of professional concept development are mainly characterized by the deviation of the subjective understanding of the continuous process of professional development and the low practice degree of lifelong learning and pioneering innovation;(3)The main problems of professional knowledge development are mainly characterized by insufficient educational theory,lack of English curriculum knowledge and English teaching knowledge;(4)The main problems of professional competence development are mainly characterized by insufficient English teaching ability,lack of English course resource development ability and reflective ability;(5)The main problems of professional attitude development are mainly characterized by lack of value and the willingness to promote subjectively;(6)The lack of professional development awareness and the confusion of professional development direction are the main factors leading to the low level of professional concept development;(7)The unreasonable pre-service English education curriculum system,the lack of resources in rural primary schools and the unreasonable evaluation system of social professional knowledge are the main factors leading to the low level of professional knowledge development;(8)The imperfect post-service English training system,the capacity evaluation system and the limited personal ability are the main factors leading to the low level of professional competence development;(9)The lack of professional development atmosphere and the low attention of the society to rural primary school English teachers are the main factors leading to the low level of professional attitude development.Based on the above research conclusions,this paper puts forward the following suggestions:First of all,in terms of the professional concept development,on the one hand,we must actively strengthen the awareness of the professional development;on the other hand,we must comprehensively expand the professional development path of rural primary school English proficient teachers.Secondly,in terms of the professional knowledge development on the one hand,we must continuously optimize the pre-service curriculum system for rural primary school English teachers;on the other hand,we must actively build a resource-sharing platform.In addition.improve the evaluation system of professional knowledge tor rural primary school English proficient teachers.Thirdly,in terms of the professional competence development on the one hand,it is necessary to innovate the professional ability training method;on the other hand,conprehensively improve the rural primary school proficient English teacher professional competence evaluation system.In addition,explore the development model of professional competence by experts.Finally,in terms of the professional attitude development,on the one hand,we must vigorously create a professional development atmosphere for rural primary school English proficient teachers;on the other hand,optimize the professional development training system.