Research On The Dilemma And Countermeasures Of Mathematics Teachers' Professional Growth In Rural Junior Middle School

In recent years,gratifying achievements have been made in the construction of teachers in China.With the acceleration of the urbanization process in China,the focus of education has been biased towards cities for a long time,which has made great progress in the construction of urban teachers.However,some rural schools with relatively backward economies and relatively inadequate conditions for running schools have unsatisfactory teachers.In rural areas where education development is backward,there is an urgent need to improve the professional development level of the vast number of rural teachers.To this end,it is very important to study the puzzles facing the professional growth of rural teachers and find countermeasures to improve the professional growth of rural teachers.This is of great significance to the quality of a rural school.In this study,102 rural junior middle school mathematics teachers in 8 counties(cities,districts)of Yancheng City,Jiangsu Province were selected as the research object.Based on the "Professional Standards for Middle School Teachers(Trial)" and other teacher professional development theories,the questionnaire survey method was adopted Interview methods,classroom observation methods,etc.,conducted an in-depth investigation of the current situation of the professional growth of rural junior middle school mathematics teachers,analyzed the puzzles and causes of the rural junior middle school mathematics teachers 'professional growth,and explored relevant countermeasures to promote the rural junior middle school mathematics teachers' professional growth And through a case analysis of the professional growth of an excellent rural junior middle school mathematics teacher,the practicality and effectiveness of this strategy are verified.The conclusions of this study mainly include:1.Among the rural junior middle school mathematics teachers,most of the teachers are full of love for rural education;the basic knowledge of the subject is better;the communication and cooperation with colleagues are better,but the rural junior middle school mathematics teachers also face many difficulties in their professional growth.2.The predicament is mainly manifested in the following aspects: lack of modern education awareness,lack of professional development planning,relatively low willingness to learn,inadequate understanding of the new curriculum standards for junior high school mathematics,unskilled use of modern teaching techniques,inability to improve teaching and research capacity,reflection There is insufficient improvement.3.There are many reasons for the above-mentioned junior high school mathematics teachers' professional growth dilemma.In terms of external factors,there is insufficient government funding for schools in rural areas,and the training of national training and other training is not targeted;there is a lack of growth at the school level.Ideal environment such as lack of teaching and research atmosphere,too many non-teaching affairs,etc.In terms of internal factors,it is mainly reflected in the different internal driving forces of different teachers' professional growth,and some teachers have insufficient motivation to develop,showing a certain degree of professional burnout and knowledge update concepts Not strong.4.To promote the professional growth of rural junior middle school mathematics teachers,we must base ourselves on the three aspects of the government,schools,and teachers themselves.On the one hand,it is necessary to construct the government to implement welfare policies and focus on the pertinence of training;on the other hand,schools should reduce the non-teaching burden of teachers and carry out effective teaching and research activities;More reflection,more learning.The professional growth of outstanding teachers in rural areas is the result of the benign mechanism of government support,school environment and personal internal drive.