Research On The Promotion Strategies Of Professional Development Of “double-qualified” Teachers In Agriculture-related Specialty In Secondary Vocational Schools

As an important part of the national education system,vocational education is the most closely related to economic and social development.From the perspective of national macro-policy orientation,the central government attaches great importance to the important role of vocational education in rural revitalization,and regards vocational education as an effective way to break through the bottleneck of rural talents and realize the revitalization of talents to help rural revitalization.Under the background of China’s vocational education helping rural revitalization,we should focus on agriculture-related specialty closely related to agriculture,rural areas and farmers in secondary vocational schools,focus on the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools,and strive to improve their professional development level.On the one hand,it can effectively improve the teaching quality of agriculture-related specialty,cultivate the local feelings of agricultural talents through academic education,and enhance their sense of responsibility and mission to serve the countryside.On the other hand,it can effectively develop rural human resources,teach modern agricultural production and management knowledge through agricultural technology training,and improve farmers’ agricultural management ability.However,through the combing of relevant literature,it can be found that the current academic research on teachers’ professional development has the problems of single object and narrow vision.Few people pay attention to the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools.The connotation,characteristics,content,current situation,influencing factors and promotion countermeasures of “double-qualified”teachers’ professional development in agriculture-related specialty in secondary vocational schools have not been clearly revealed and explained.Based on the shortcomings of the existing research,this study,from the perspective of adult education,based on the rural field,uses the literature research methodology,questionnaire survey methodology and interview survey methodology to clarify the following four questions: First,what specific aspects should be included in the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools? Second,what is the current situation of the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools? Third,what factors influence the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools? Fourthly,what effective strategies can be proposed to promote the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools? In order to respond to the above problems,on the basis of clearly defining the “double-qualified” teachers of agriculture-related specialty in secondary vocational schools and their professional development,this study interprets The Professional Standards for Teachers in secondary vocational Schools(Trial)and The Basic Standards for Double-qualified” Teachers in Vocational Education(Trial),two important documents that have guiding significance for the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools,and analyzes the personality characteristics of the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools.Then,this thesis makes an in-depth analysis of the content and structure of the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools.Based on this,a questionnaire and interview outline are compiled to investigate the professional development status of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools in Sichuan and Chongqing,and summarize the specific problems of their professional development.Subsequently,this study reveals the reasons for the dilemma of the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools from the four levels of the state,society,schools and teachers,and clarifies the internal and external factors affecting the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools.Under the guidance of adult learning theory,hierarchy of needs theory and teacher empowerment theory,this paper puts forward some countermeasures to improve the professional development of“double-qualified” teachers in agriculture-related specialty in secondary vocational schools.Specifically,this study consists of five parts.The first is the introduction.This part is a brief introduction to the research origin,research status,core concepts,research purposes,research significance,research content and research design;the second is the theoretical discussion on the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools.This part clarifies the theoretical basis of the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools,interprets the important documents guiding the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools,and analyzes the personality characteristics of the professional development of “double-qualified”teachers in agriculture-related specialty in secondary vocational schools.On this basis,it is proposed that the content structure of the professional development of“double-qualified” teachers in agriculture-related specialty in secondary vocational schools should include three dimensions,eighteen fields and thirty basic requirements.The third is to investigate the current situation and problems of the professional development of “double-qualified” teachers in agriculture-related specialty in many secondary vocational schools in Sichuan and Chongqing.This part uses questionnaire survey method and interview survey method to reveal the lack of professional cognition and identity of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools,in professional concept the lack of local knowledge and educational knowledge in professional knowledge,and the lack of practical teaching ability and educational research ability in professional ability.The fourth is to analyze the factors affecting the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools in Sichuan and Chongqing.This part finds eight reasons for the four levels of the state,society,schools and teachers:the long-term lack of unified qualification standards,the development evaluation mechanism has not been established,the lack of social identity leads to professional cognitive bias,the lack of agricultural enterprises leads to difficulties in school-enterprise cooperation,the failure to build a sound post-job training system,the marginalization of agriculture-related specialty lacks school attention,the weak foundation of teachers’ professional development and the lack of motivation for teachers’ professional development.The fifth is expounds the strategies to promote the professional development of “double-qualified” teachers in agriculture-related specialty in secondary vocational schools in Sichuan and Chongqing.Under the guidance of adult learning theory,hierarchy of needs theory and teacher empowerment theory,this part puts forward six strategies: implementing the identification work with reference to unified standards,establishing a development-oriented evaluation mechanism,enhancing professional cognition and improving identity,deepening school-enterprise cooperation to lead professional development,optimizing the content and form of post-job training,and improving professional development capacity and motivation.