Analysis Of The Content Of Primary And Secondary School Teacher Training Policies Since The 18th CPC National Congres

Since the 18 th National Congress,the state has attached great importance to the development of basic education,and teachers,as an important part of educational activities,are directly responsible for cultivating high-quality talents in the new era.Teacher training is one of the most effective ways to improve the quality of individual primary and secondary school teachers and the entire teaching force,for which the state has issued a series of policies on teacher training,and at the same time,China’s primary and secondary school teacher training policy system is in a continuous improvement In this study,based on the perspective of content analysis of education policies,we use literature and interview methods based on theories of synergy theory,teacher education theory,and Knowles’ adult learning theory to construct the subject,object,content,and method of teacher training policies in primary and secondary schools since the 18 th National Congress.The theoretical framework of the four categories and the analysis criteria from both theoretical and factual perspectives were used to justify the analysis criteria,and the current situation and characteristics of the primary and secondary school teacher training policies since the 18 th National Congress were summarized by combing the constructed analysis criteria,such as the training contents showing the characteristics of focusing on rural areas,making up for shortcomings,stratification and classification,and targeted training.Finally,we propose a policy outlook in light of the new forms of primary and secondary teacher training in the new era,such as strengthening the content of family education guidance training,strengthening the construction of information technology,and building a professional training institution system,so as to provide a reference for decision-making on future primary and secondary teacher training policies in China and promote the professional development of teachers and high-quality development of basic education.