Research On The Current Situation And Its Influencing Factors Of Rural English Teachers’ Learning Power In Primary And Middle Schools

Since China put forward the strategy of rural revitalization,the theme of promoting the construction of rural teachers and improving the quality of rural education has attracted more and more attention.Teacher learning power is the core driving force for promoting the high-quality development of rural teachers,and has important value for promoting the construction of rural teacher teams and the development of rural education.Previous studies have paid more attention to the connotation of teachers’ learning power and its elements,and lacked the exploration of the current situation and influencing factors of rural teachers’ learning power development.Therefore,it is of certain practical significance and value to discuss the current situation of the learning power development of English teachers in rural primary and secondary schools and its influencing factors.This study takes the English teachers of rural primary and secondary schools in B City as the research object,and through questionnaire surveys,interviews and grounded theory,obtains the relevant data of the current situation and influencing factors of rural primary and secondary school English teachers’ learning power.After that,the questionnaire and interview data were analyzed by spss26.0 and Nvivo11.0software respectively,which clarified the current situation of English teachers’ learning power in rural primary and secondary schools and its influencing factors.The results show that:(1)The learning power development of English teachers in rural primary and secondary schools is generally at the lower middle level,and there are problems such as lack of long-term learning goals,insufficient learning execution and self-awareness,insufficient scientific application ability of observation method,lack of habit of questioning,and normalization of independent reflection habits,and lack of exploration and thinking about the content of education reform.(2)There is no significant difference in the learning power development level of English teachers in rural primary and secondary schools in terms of academic qualifications,but there are significant differences in professional titles,teaching experience and teaching segments.(3)The development of the learning power of English teachers in rural primary and secondary schools is subject to internal and external influencing factors,of which internal influencing factors include individual cognition and educational experience,and external influencing factors include learning time,resource platforms,peer mutual assistance and comprehensive treatment.In view of the lack of long-term learning goals,insufficient learning execution and self-awareness,normalization of independent reflection habits in the development of learning ability of rural primary and secondary school English teachers,the lack of awareness of the content of education reform,and the analysis of the influencing factors of their learning power development,this study puts forward countermeasures and suggestions from the three levels of education management departments,schools and teachers,aiming to provide intellectual resources for improving the learning power development level of English teachers in rural primary and secondary schools,and promoting the construction of rural teachers and the development of rural education.