Study On Promotion Strategies Of Teacher’s Labor Education Competency Of Rural Junior High School

The connotation,from the speech of General Secretary Xi Jinping at the national conference on education in 2018 to a series of documents and files published about labor education in new era,leads to a practical education way with Chinese characteristics,with full development of "moral,intellectual,physical,aesthetic and labor education",as well as complementing and promoting each other.Nowadays,the labor education is the critical point and the path approaching to the integration of "moral,intellectual,physical,aesthetic and labor education",which has a significant meaning in the development of student’s core competency.However,the situation of labor education in rural is alarming:the incomplete system of labor education curriculum,misconceptions to labor education of students,the shortage of labor education teachers,etc.The teachers are crucial to the implementation of labor education curriculum in rural junior high school.As the serious shortage of labor education teachers,the teachers in charge of a class and the teachers mainly in subject teaching,undertake the responsibilities of labor education implementation.Therefore,it is significant to improve the teacher labor education competency in rural junior high school.With the background of the integration of "moral,intellectual,physical,aesthetic and labor education",the research defined the demands of teacher labor education competency in rural,inquired its ingredients,investigated the current situation,and explored its influence factors and promotion strategies.First and foremost,literature review and theoretical basis were the foundation of the research.Though literature review and comments of the teacher’s competency,the difference of teacher’s competencies between rural and urban,the teacher’s labor education competency and the teacher’s labor education competency in rural junior high school,there was the academic perspective.It also emphasized the necessity,the importance and the feasibility to construct the frame of teacher’s labor education competency in rural junior high school with Marxism Human Overall Development Theory,Teacher Professional Development Theory and Competency Modal Theory.In addition,the emphasis of the study was to construct the frame of teacher’s labor education competency in rural junior high school.With analysis of documents,it extracted 3 dimensions including labor education notion,labor education knowledge and labor education capability,which respectively referred to the understanding of labor education curriculum,the attitude and behavior to student’s development,the attitude and behavior to labor teaching,theoretical knowledge,practical knowledge,local culture,design capability,implementation capability and evaluation capability.Furthermore,the investigation revealed the situation of the teacher labor education competency in rural.With the foundation of competency frame and literature review,it helped to establish the questionnaires and the interview outline about investigating the situation of the teacher labor education competency in rural.The research,based on the 3 dimensions and 9 elements of the frame,investigated the situation of 3 rural junior high schools in F city,Anhui Provence(229 valid samples in total)with questionnaire,and 14 teachers and administrators deeply interviewed.It found that the teachers insufficiently understood connation of labor education and documents,ignored the special meaning of the area and the stage,possessed the labor cultivation which affected students,and got the means alienation of labor education;there was a difference in practical knowledge in various ages,the teachers were equipped with the certain labor education knowledge,and the teachers were short of local culture,which had positive correlation of the professional titles;there was a difference in the integration of labor education and subject teaching,the majority taking part in the labor education activities were the teachers in charge of class not the subject teachers,there was also lack of evaluation method and criteria,and there was deficient in communication with teachers and parents,which failed to work together to advance the education.The research figured out that the influence factors were the weak awareness of self-development,the poor skills,the outdated emphasis of education evaluation,the lack of evaluation and reward system,the deficiency of labor education training,which were from inside and outside.Finally,according to the situation and the factors,the research put forward to the promotion strategies.Firstly,the teachers should construct themselves by updating the education notion,enlarging the knowledge and skills,and focusing on life-long learning.Secondly,the schools should promote its development by enforcing assessment with change of traditional assessment mode,breaking the barriers among the subjects with teaching and scientific research of labor education,excavating local resource to build the rural brand of labor education.Lastly,the government should give assistance by taking one’s responsibility to improve the policy of labor education competency,taking a part of guidance with the construction of labor education monitor system,and establishing the reality with labor education training.