Research On The Professional Development Of Rural Primary School Teachers

In order to realize China’s education modernization in 2035 and accelerate the implementation of education modernization program(2018-2022),China’s education modernization and the overall strength of education to meet the goal of higher requirements,we must put the education center to the rural areas,in order to complement the weak and coordinated sustainable development.As early as 2015,the state council promulgated the rural teacher support plan(2015-2020),which attaches great importance to rural education,especially teacher construction.Throughout the changes in the international world and China’s rapid development,fierce economic and technological competition,as well as the overall national strength of the game,in the final analysis,is the talent competition,and the progress and development of education is the cornerstone of talent training.China’s basic national conditions,such as a large population base and a high proportion of rural population,determine that rural education,mainly based on primary school education in compulsory education,is the part with greater educational needs in China and the weakest link and key point in China’s educational reform and development.Giving priority to the development of education is the prerequisite for China’s future development,and the development of rural primary school education should be given priority in the development of all kinds of education.The professional level of rural primary school teachers is related to the development of rural education.Therefore,the author takes Q county,H province as an example to study the specific situation of rural primary school teachers’ professional development through the combination of theoretical research and field research,and tries to put forward feasible suggestions for promoting rural primary school teachers’ professional development.The thesis consists of four chapters:In the first chapter,the theoretical basis and research status of the professional development of rural primary school teachers are firstly sorted out by referring to materials and literature.Based on the professional standard for primary school teachers(trial),the proper meaning of the professional development of rural primary school teachers is elaborated from three aspects of the connotation,composition andapproaches of the professional development of rural primary school teachers.Analyze the rural teacher support plan(2015-2020),and understand the current situation of China’s rural education teacher team construction through the policy text.The second chapter combines questionnaire and in-depth interview to carry out empirical research.The questionnaire takes the basic information of rural primary school teachers in county Q as the background variable,which is divided into the classification mode of teachers and school level.At the same time,three rural primary school principals,one teaching director and three full-time rural primary school teachers of different teaching ages were selected to design and implement in-depth interviews to grasp the real situation of the professional development of rural primary school teachers in Q county.The third chapter focuses on the analysis of the problems and causes in the professional development of rural primary school teachers in county Q.According to questionnaire data and interview results,it explores the practical problems presented in the professional development of rural primary school teachers in county Q and conducts attribution analysis on the problems.The fourth chapter,in accordance with the above research,it proposes some reasonable countermeasures to help rural primary school teachers with their professional development from the four perspectives of the government,schools,teachers themselves and the society.