Research On The Professional Development Of Rural Primary School Teachers Under The Background Of County Group Running

Rural teachers are the soul of rural education,among which rural primary school teachers are the majority.Their professional level directly determines the quality of rural education.County-level collectivization school-running is an effective support and powerful carrier for narrowing the gap between urban and rural education,improving the quality of rural education,and realizing the balance of compulsory education in county-level administrative regions.At the same time,the ultimate goal of both the county-level collectivization school-running and the professional development of rural primary school teachers is to promote the development of rural education and realize the balance of compulsory education in the county.Therefore,it is highly expected to promote the professional development of rural primary school teachers under the background of county collectivization.It is expected to maximize the radiation of high-quality resources to rural primary school teachers by sending teachers to the countryside,training and mutual assistance,school-based teaching and research,and teacher community,giving teachers targeted attention and care,and improving the professional identity and local feelings of rural primary school teachers from multiple perspectives,so as to promote the rapid development of rural education.In this study,103 rural primary school teachers in D county as the survey sample,from the basic situation of teachers and professional knowledge,professional ability,professional emotion three dimensions of questionnaire survey.At the same time,taking in-depth interviews as an important auxiliary,this paper explores the current situation of rural primary school teachers’ professional development under the background of county group education.The specific performance is as follows.First,there are many old teachers near retirement,and the aging is serious;public fee normal students occupy the main body,the loss of teachers is serious.Second,the theoretical knowledge has been supplemented,individual knowledge needs are not met;connection with local culture is not strong,rural classroom “urbanization”.Thirdly,the group and school focus on the development of teachers’ teaching and management ability,ignore the improvement of scientific research and innovation ability,and lack the role of teachers and researchers.The unequal exchange of teachers severely dampens enthusiasm for development.Fourth,only pay attention to teachers’ moral construction,do not pay attention to teachers’ professional beliefs and local feelings,development consciousness awakening.Analysis of the existing problems,the reasons are highlighted in two aspects.First,the group,school and other macro level.Members of the group between schools educational philosophy,leadership style,the importance of teachers’ professional development is not the same affect the normal operation of the group,the normal development of activities;the form and content of training exchange activities are not appropriate,and there is no targeted inquiry to meet the needs of rural primary school teachers at all levels;lack of security and restriction system,lack of evaluation,supervision and incentive mechanism.Second,the individual level of rural primary school teachers.The internal driving force of teacher development is insufficient,the cognition of rural primary school teachers is not clear,and the emotion of rural field is insufficient,which cannot support their input into rural education.Too much pursuit of comfort has lost ambition for education.Based on the practical difficulties and reasons,this paper tries to put forward the following optimization strategies: optimizing the organizational structure of the group,adjusting the school management mode,and helping the development of member schools according to local conditions;improve the group operation mechanism,pay attention to the internal needs of teachers,meet the growth needs of rural primary school teachers;to build a local teacher community and enhance the awareness of independent development;wake up teachers’ local feelings and feelings,improve the space and motivation of teachers’ professional development.