On The Cultivation Of Rural Teachers’ Professional Responsibility Based On Students’ Development

Rural teachers are the important constructors of rural education and the key force to implement the strategy of Rural Revitalization.Rural teachers’ sense of responsibility is not only related to their overall development,but also to their overall development.The cultivation of professional responsibility is the top priority in the construction of rural teachers.A large number of relevant literature shows that domestic research on the cultivation mechanism of teachers’ professional responsibility of contemporary era is very few,and the relevant research on Cultivating Rural Teachers’ professional responsibility is even rarer.On the basis of consulting a large number of relevant literature,this paper selects rural teachers in some areas of H Province as the research object,uses the method of literature review 、questionnaire survey 、interview and statistical analysis as the main research means to record their performance of professional behaviors,analyzes and expounds the basic connotation,influencing factors and existing problems of rural teachers’ professional responsibility,and puts forward the rural teaching based on students’ development.The cultivation strategy of teachers’ professional responsibility can enrich the relevant research of rural teachers and provide reference and basis for the construction of rural teachers’ professional responsibility cultivation mechanism.This research is divided into five parts:The first part is introduction.This part mainly describes the background of the problem,the main research content,research purpose and significance,literature review and theoretical basis,the main research methods,as well as the key and difficult points and innovation of this study.The second part is “the connotation of rural teachers’ professional responsibility based on students’ development”.This part mainly defines and interprets the three concepts of "teachers’ professional responsibility","students’ development-oriented" and "students’ development-oriented rural teachers’ professional responsibility"."Teachers’ professional responsibility" is a cognitive system of teachers’ responsibility requirements and corresponding codes of conduct for their professional roles.The generation and development of this cognitive system is mainly affected by teachers’ individual knowing,will and behavior.This paper divides it into four specific dimensions: professional cognition,professional emotion,professional belief and professional behavior.The relationship between them is:Teachers’ professional cognition is the prerequisite for the formation of their professional emotions and beliefs;teachers’ professional emotions and beliefs will influence and change their professional cognition imperceptibly;teachers’ professional behavior is the external reflection of their professional cognition,professional emotions and professional beliefs.The educational concept of "student development oriented" mainly includes three meanings: "all educational activities should take promoting students’ development as the fundamental goal","pay attention to the leading role of teachers and face up to the social function of education" and "educational activities should enable students to develop comprehensively and harmoniously".Promoting the development of rural students is the responsibility of rural teachers,and cultivating rural students is the educational mission of rural teachers."Rural teachers’ professional responsibility" is a cognitive system of rural teachers’ basic responsibilities and corresponding behavior norms.Its main contents include rural teachers’ teaching cognition,teaching emotion,teaching belief and teaching behavior.The third part is “the investigation of rural teachers’ professional responsibility”.The description and analysis of this part is mainly based on the investigation of the current situation of rural teachers’ professional responsibility in 10 rural schools in D city and D County of H Province.The results show that: the overall situation of village teachers’ professional responsibility needs to be strengthened;teachers working in Township Middle Schools and Township Central Primary schools have stronger professional responsibility than teachers working in village primary schools;the older the teachers are,the longer the teaching years are,the better the overall situation of their professional responsibility is;rural teachers with high salary and high income have the same professional responsibility Rural teachers with different gender,education background and professional title have no significant difference in their professional responsibility.The fourth part is “the influencing factors of rural teachers’ professional responsibility”.The factors that affect rural teachers’ professional responsibility mainly come from rural teachers themselves,rural schools and society.The individual factors of rural teachers are: age and teaching years,school and salary level.The factors at the level of rural schools are: poor teaching equipment,resources and related working environment;lack of opportunities for further study and development of rural teachers in some schools;lack of pertinence in training content and difficult evaluation of teachers’ professional titles.The social factors include:unreasonable expectation of rural teachers,too many non teaching tasks of rural teachers and insufficient support of parents for school work.The fifth part is “the cultivation strategy of rural teachers’ professional responsibility based on students’ development”.Based on the investigation of the current situation of rural teachers’ professional responsibility and the analysis of its influencing factors,this part puts forward and constructs the cultivation strategy of rural teachers’ professional responsibility,that is,rural teachers should practice the teaching goal of "student-centered development",build the rural teachers’ research community as a professional development platform,improve the rural teachers’ work security system and make proper arrangements To establish and improve the scientific and reasonable evaluation system of rural teachers.The innovations of this study are as follows: first,to explore and study the professional responsibility of rural teachers as a special group,which enriches the research on rural teachers and provides a reference for future research.Second,using empirical methods such as survey and statistical analysis to study the cultivation of rural teachers’ professional responsibility,in order to obtain different research results from previous studies using speculative methods.Thirdly,from the perspective of promoting students’ development,this paper explores the cultivation of rural teachers’ professional responsibility,and puts forward the Cultivation Strategies of rural teachers’ professional responsibility based on the perspective of students’ development.