Research On Rural Primary School Teachers' Professional Development Path Based On Primary Teacher Professional Standards

The rural teachers' team is an important part of the teachers' team in China.The level of professional development of rural teachers is closely related to the quality of education in rural schools.This study uses the “Professional Standards for Primary School Teachers(Trial)” as a yardstick.After finding the gap between the professional development level of teachers in rural primary schools and the “Professional Standard for Primary School Teachers(Trial)”,it reveals the problems in the development of rural primary school teachers.,And on this basis to find out the reasons,and ultimately explore the path to improve the professional development of rural primary school teachers.This study selected 200 rural primary school teachers from 15 rural elementary schools in Nankang District,Ganzhou City,Jiangxi Province as the research subjects,mainly based on the professional concepts of “professional standards for primary school teachers(for trial implementation)” and the three aspects of teacher ethics,professional knowledge,and professional competence.The 13 areas of the dimension are used as the basic content of the study to formulate questionnaires.After statistical analysis of survey data and collation of interview results,it was found that the main problem of professional development of rural primary school teachers in Nankang District is that the professional development level of teachers is uneven in the three dimensions of professional standards,and the overall level is not high..The main reasons for this are subjectively low: awareness of teacher professional development,weak awareness;weak teacher professional standards;low levels of teacher education and professional knowledge;weak teachers' scientific research awareness,ability to develop scientific research skills;Impact.The objective reasons are mainly the heavy workload of teachers,the backwardness of the objective environment in rural areas,the low level of training and poor results,the unstable teaching staff,and the lack of professional awareness of teachers in management departments.Based on the analysis of the results,the author compared the three dimensions of the Primary Teacher Professional Standards(Trial)in 13 areas and compared the professional development status of rural primary school teachers in Nankang District and found ways to improve their professional development.The teacher level mainly includes: firm belief,and strive to become an outstanding teacher;develop personal development plans based on standards;strengthen learning,and strive to enrich knowledge in all aspects;take the initiative to practice and continuously improve professional standards;actively reflect and promote self-professional growth.The school level mainly includes: establishing an effective incentive mechanism for teachers;strengthening the training of teacher education and teaching organization and implementation;building a“learning community” for teacher professional development;and carrying out effective school-based teaching and research.The governments at all levels and their educational administrative departments mainly include: increasing relevant funding to improve the education environment in rural areas;improving the treatment of teachers,and consolidating the teaching staff;improving the training of rural teachers and strengthening the effectiveness of training;and constructing the professional development of teachers with the characteristics of rural areas.Road and so on.In the end,the author hopes to be able to point and bring the results of this research to a certain reference value for other rural areas with similar professional development difficulties for teachers.