Based On The Research On The Professional Development Dilemma Of Junior High School Science Teachers In Rural Junior High Schools In Yancheng City, Jiangsu Province

In this study,the junior middle school science teachers in rural areas in Yancheng City,Jiangsu Province are selected as the research objects.Based on the domestic and foreign researches on teacher professional development,the Likert Scale is designed to investigate the predicament of junior middle school science teachers in rural areas,using SPSS software for statistical analysis of the questionnaires.The study strives to provide relevant reference for promoting the professional development of science teachers in rural middle schools and gives some inspiration to promote the professional development of rural school teachers.The results of the survey indicate the following points.(1)The overall performance of rural junior high school science teachers in terms of professional development is divided into average of 3.712 points;the cause of the dilemma is 3.513 points,and the obstacles are close to the medium level.(2)Among the dimensions of the professional development dilemma of rural junior middle school science teachers,the professional self-development dimension score is as high as 4.076 meaning the lowest the dilemma performance.And the professional achievement dimension score is the lowest,which is the most prominent weakness in the professional development.(3)In the causes of professional development,the material and hardware scores are the highest,which is 3.719 points,indicating that the impact on the formation of predicament is the lowest,and the role of resource culture in hindering teacher professional development is the strongest.Analysis of the plight of junior middle school science teachers in rural areas draws the following conclusions.(1)The science teachers generally lacks of a higher degree of professional identity and sense of achievement,and displays the strongest predicament in the professional sense of accomplishment.It is the most prominent issue facing the professional development of rural junior high school science teachers.(2)Among the causes of the professional development,resource and cultural factors,including teacher evaluation system,school-based teaching and training,campus culture,are the key factors hindering the professional development of teachers.The material factors such as salary and funding less affect the plight of the professional development of teachers(3)At the same time,this study analyzes the differences between the professional development predicament and the predicament causes of different types of junior middle school science teachers in rural areas.It is found that gender,age,the title of a technical post and educational level do not make any significant difference on the performance and causes of professional predicament.Only teachers of different teaching ages have significant differences in the performance of teachers' professional development and the causes of predicament.In view of the result of this empirical study,this study proposes some specific countermeasures and suggestions for solving the dilemma.First of all,according to the actual situation,the education authorities formulate a differentiated evaluation system that meets the actual needs of rural teachers.In this information age,the universities,local governments and schools promote the online and offline rural teacher training programs.The schools build internally the ecological culture of learning and development.Thus,promote a comprehensive and coordinated development of resources and cultural factors related to the professional development of science teachers in rural junior middle schools.Second,implement the document of the No.1 Central Government,give priority to the development of rural education and build up a strong contingent of rural teachers,consolidate the material basis for guaranteeing the professional development of teachers from the aspects of salary and financial support,and ultimately enable teachers to obtain good social status and become the happiest collective.Finally,teachers are encouraged to reconstruct their own professional identity,to stimulate their internal motivation for self-development.Once the teachers proactively formulate plans for self-professional development,their internal motivation can be continuously improved and eventually resulting in professional development.