Study On Post-Service Education Of English Teachers In Rural Junior Middle Schools In Yan’an City

Teachers are the first in education.In the new era of satisfying the people’s growing needs for a better life,in order to adapt to the innovation of new information technology and respond to the new requirements of educational reform,the integration of teacher education has already started a grand curtain,with a hundred flowers blossoming and a hundred schools of thought contending,and has achieved remarkable results.Post-service education plays a vital role in teachers’ professional career.It is an important way to ensure teachers to thrive,surpass themselves and keep pace with the times.It is also the main way for schools to manage teachers who pursue excellence.Rural education is the key to solve the “three rural issue”.The improvement of rural education quality depends to a large extent on the professional development of teachers.Junior high school English teachers play one of the leading roles in compulsory education in secondary schools.It has become a necessary measure to participate in post-job education and improve the ability of education,teaching and scientific research.The introduction highlights the research reasons,research contents,research significance,research ideas and methods,as well as the current research situation of teachers’ after-service education at home and abroad.Then it defines the concepts of rural teachers,teachers’ education and teachers’ after-service education,and elaborates the adult learning theory,lifelong learning theory,continuing education theory and reflective teaching theory related to this research.On this basis,taking the rural junior high school English teachers and school administrators in Yan’ an city as the research objects,the basic composition of their teaching staff and the current situation of their after-service education were investigated by means of questionnaires,interviews and internships.based on the data obtained,the current development situation was analyzed,and it was concluded that the overall awareness of the necessity of after-service education of the rural junior high schoolEnglish teachers in Yan’ an city can keep pace with the times and their personal subjective consciousness is strong.However,the post-job development of education is not ideal,and there are such problems as: extremely low frequency of post-job education and serious formalization;The curriculum lacks pertinence of English subject,the adhesion between theory and practice is not strong,the post-job education method is single and not innovative,the evaluation method goes through the motions,and the transfer effect is not good.In view of the problems,attribution analysis is carried out,and it is believed that the main factors are the insufficient attention paid by the government,education management departments and front-line teachers,the influence of heavy education and teaching tasks and family roles,and the lack of a perfect post-job education supervision and management mechanism.This study is based on the actual development of rural economy in Yan’an City,giving high attention to and regaining confidence.Enlarge the ranks of teachers and reduce teaching tasks;The establishment of special municipal units of post-service education management and supervision departments;Establishing regional diversified post-job education and training modes;Reform the curriculum and content;Diversified assessment methods and other targeted and timely countermeasures can really solve the difficulties encountered by front-line English teachers in the process of education and teaching,promote the high-quality development of post-service education for rural junior high school English teachers in Yan ’an city,and improve the quality of English teachers.