A Study On The Post-Service Training Of Primary Andmiddle School Teachers In Guangxi Border Ethnic Areas

At present,the effect of post-service training of teachers in Guangxi border minority areas is weak,the root of the problem lies in neglecting the special dilemma of border teachers and the individual requirement of teachers'.Border ethnic education is a special part of national education,which integrates "frontier nature" and "ethnic nature".Its special value is not only to cast the community consciousness of the Chinese nation group,to show a good image of ethnic education,but also to ensure the prosperity and stability of the border ethnic areas.For a long time,the quality of teachers has been an important factor restricting the development of border ethnic education.Improving the ability of post service training of teachers in border ethnic areas is the main measure to ensure the quality of teachers.Longzhou is a border county subordinate to Chongzuo city,It is a multi-ethnic settlement.The Zhuang population accounts for 95% of the total population.The main body of the article is divided into three parts.In the research process,Longzhou county is selected as a case study.Four schools in urban and rural areas are taken as the research schools,the teachers and school administrators are taken as the research objects.The first part uses the methods of questionnaire,observation and interview to investigate and study the current situation of teachers' post job training in border ethnic areas,and reasonably analyzes the current situation of teachers' post job training in Longzhou County under the guidance of the connotation theory of teachers' professional development,the theory of teachers' career planning and the theory of humanistic learning.The second part analyzes the problems and influencing factors of teachers' post job training in the county by using the comprehensive analysis and research method and combining with the local practical conditions.Firstly,the special problems of teachers' professional development in border areas are ignored in the formulation of training contents;secondly,the instrumental value orientation of training objectives covers the ontological value demand of teachers' development in border areas;thirdly,the distribution of training resources is not reasonable,and the training opportunities of teachers in remote villages and towns are lower than those in urban areas;fourthly,theinvestment of local governments and school teachers' training funds is not serious Foot.The third part is several suggestions to improve the current situation of post-service training of teachers in border ethnic areas: reasonable arrangements for training content,strengthening the spirit of professional identity of teachers in border areas;reforming training models,and separating county and township teacher training;guaranteeing funding input,increasing school teacher training funds.Through the presentation and analysis of the problems of the teachers' post job training in Guangxi border ethnic areas,the author hopes to attract the attention of the society and relevant departments,so as to strengthen the ability of the teachers' post job training in border ethnic areas and improve the quality of teachers' education.