A Survey On The Status Of Independent Learning For School Teachers In Nine Years Consistant Schools In Rural Areas

Currently,the elementary education reform of our country has entered the stage of comprehensively deepening,the implementation of each work is in full swing.With the development of basic education reform,the state has put forward new requirements for teachers,and the degree of professionalization of teachers has also been constantly strengthened.The old learning mode has been unable to meet the needs of development,and a new learning mode arises at the same time,that is,autonomous learning.Independent learning is to learn initiatively to improve our own ability,which reflected in self-determination,self-control and self-reliance.The development of independent learning has become the requirement of the times.But in rural areas,the effect of teachers' self-directed learning is not obvious,especially in the rural school of nine years of consistent schooling under the new pattern.This study is about to investigate the independent learning of the teachers in D school of L city in A province(a rural school of nine years of consistent schooling).To analysis the specific problems of the teachers of D school in the process of participating in four different aspects,such as perception,ability,mode and external environment.Then analysis the causes of the problem,and finally discuss how to improve the efficiency of teachers' autonomous learning in the rural nine year consistent schools,and puts forward targeted and effective solutions and suggestions.This article is divided into four parts.The first chapter is the introduction,including the research background and research significance,literature review,research ideas and methods,the definition of related concepts,and the theoretical basis of research.The second chapter presents the investigation on D school teachers of autonomous learning and presents the results.The third chapter to find the causes and results of independent learning of Rural nine year school teachers through the analysis of the facts.The fourth chapter summarized and put forward suggestions on improving the Rural nine year school teachers' learning efficiency.