Research On The Current Situation Of The Professional Quality Of Primary School Mathematics Teachers In Rural Areas

The development of the education cause of the party and the country needs a team of highly qualified and professional teachers with excellent professional skills.The history of the development of education in countries around the world also proves that having a high-quality and professional teachers is the key to the success or failure of education reform.However,at present,the professional development of professional literacy of primary school mathematics teachers in rural areas is slow and the degree of full-time is low.Therefore,there is a certain gap with urban teachers in the development of knowledge and literacy.Teachers are the fundamental for the development of education.In order to build a modern education country and run the education satisfactory to the people,we must strengthen the construction of high-quality teachers and improve the professional quality of primary school mathematics teachers in rural areas.Therefore,it is very important to study the professional quality of primary school mathematics teachers in rural areas.Based on the demand of improving the quality of primary school mathematics teachers in rural areas and promoting the development of education in rural areas,this study takes primary school mathematics teachers in A county,Shaanxi Province as the research object,and takes the current situation of professional quality and countermeasures of primary school mathematics teachers’ professional quality as the key research issues.Through literature research method,questionnaire survey method and interview method,the development status of primary school mathematics teachers in rural areas is described from the four dimensions of teachers ’belief,teachers’ emotion,teachers ’ability and teachers’ knowledge,and teachers’ specialization theory and lifelong education theory are taken as the theoretical basis of this research.According to the investigation of the professional quality of primary school mathematics teachers in rural areas,the following problems exist in four dimensions:the new primary school mathematics teachers need to improve their teaching reflection ability and scientific research ability;their theoretical knowledge and the interdisciplinary knowledge reserve need to be improved.On this basis,the causes of the problems in the current situation: negative feedback leads to low teaching efficiency,poor working environment leads to low professional identity of new teachers;complicated work leads to professional burnout,and "soil";inertial thinking leads to poor reflection ability and scientific research quality;little training results lead to weak theoretical knowledge and lack of independent development motivation,leading to teachers’ interdisciplinary knowledge reserve.Moreover,the countermeasures for improving the professional quality of primary school mathematics teachers in rural areas are discussed in four dimensions: increasing teachers ’welfare compensation and strengthening teachers’ professional identity;guiding teachers to adjust emotions and correctly respond to negative feedback;ensuring teachers to focus on teaching and reducing work unrelated to teaching;establishing government guarantee mechanism to cultivate stable teachers with local feelings;focusing on the learning of teachers ’reflective methods,overcoming inertial thinking;focusing on teachers’ scientific research quality and improving scientific research ability;establishing long-term mechanism of teacher incentive to stimulate independent development power;paying attention to the innovation of teacher training mode and consolidating the theoretical knowledge of education and teaching.