Research On The Primary Teaching Staff Construction In Yantan Town Yongjia County

As a country with a large population,China's overall education level is particularly important for social and economic development.Rural development depends on talent,talent training depends on education.China's economy and education have been developing rapidly,but rural primary education in underdeveloped areas is facing many problems.As you know,there are many problems in the construction of teaching staff,such as insufficient policy support,unreasonable educational structure,lack of training platform,loss of excellent teachers,land so on.Yantan Town of Yongjia County is an ancient village,which is located in remote.The economic development belongs to the middle and lower level of Yongjia County.The development of primary education is slow.The development of urban and rural areas is unbalanced.The local government pays insufficient attention to it.It also lacks the strength of teachers.The post structure is unbalanced.The comprehensive ability of teachers is poor.The loss of outstanding teachers is serious.There are many reasons for these problems.Through in-depth investigation,this paper analyzes the main problems existing in the construction of rural primary school teachers in underdeveloped areas and the causes of these problems,and puts forward the policy strategies to solve these problems:implementing supporting policies to achieve large-scale running schools;increasing the financial investment in compulsory education.To improve the income level of rural teachers;to establish and improve the employment system,to realize standardized management and improve the structure of rural teachers;to implement policy tilt to rural primary schools according to local conditions and to improve the evaluation environment of teachers' professional titles in mountainous areas:implementing supporting policies and realize large-scale school running;increasing financial input in compulsory education and effectively raise the income level of rural teachers;improving the employment system rural teachers,achieving standardized management and improving the structure of rural teachers;implementing preferentialpolicies for rural primary schools in line with local conditions and improve the policy for assessing teachers' professional titles in mountainous areas;implementing flexible teacher turnover system to improve the age gap of rural teachers;improving the incentive mechanism to promote rural primary school teachers' work enthusiasm;and to strengthen the effectiveness of rural teacher training and realize the scientific training and benign development of rural teachers;building a model of cooperation between urban and rural areas and improving the quality of teachers in rural areas.Through a series of reform practice which aims to explore an effective mechanism to strengthen the construction of rural primary school teachers in underdeveloped areas and realize the sustainable development of rural primary school teachers.