Research On The Development And Supporting Strategies Of Special Post Teachers’ Teaching Accomplishment

“Teachers are the key to success of education project”,therefore,it is an important subject how to improve the quality of rural education scientifically and effectively of compulsory education.Since the reform and opening up,China has paid more and more attention to education,reaching the unprecedented level.In order to strengthen the development of education in the central and western regions of China,the Ministry of Education,the Ministry of Finance,the former Ministry of Personnel and the central Compilation Office issued the “Special Post Plan for Teachers in Rural Compulsory Education” in 2006,hereinafter referred to as the “Special Post Plan”.This research made an in-depth study on the development of teaching accomplishment of special post teachers.The significance of this study are following:One is to provide realistic thinking for promoting the healthy development of “special post plan”,another is to provide supportive strategies for improving the development of “special post teachers”,final is to help rural reach the goal of “rural revitalization”and provide some constructive methods.The research framework of this thesis are as follows.Firstly,it based on the primary data that collected from in-depth interviews of special post teachers.Then,this study tried to conduct three-level coding,perspective with qualitative research of grounded theory and clarified the influencing factors of the development of special post teachers’ teaching accomplishment.It is found that the influencing factors of the special post teachers’ development of teaching accomplishment mainly include two parts and four aspects: The first part are external factors,which are teaching environment factors,including national policy formulation and implementation,school management system and cultural atmosphere,as for communities,they can get support from families,teacher-student relationship,colleague relationships,home-school cooperation and their social status.The second part are the internal factors,that are teachers’ own teaching accomplishment,It includes self–foundation,self–cognition,self-mindset and self–competence.That is,the factors influencing the development of special post teachers’ teaching literacy are the result of the comprehensive effect of external and internal factors.Secondly,questionnaire survey was used to self-evaluation analyzing the development of teaching accomplishment of 649 special post teachers.The analysis results show that there are significant differences in the development of special post teachers’ teaching literacy in five variables: school category,service period,educational level,professional attributes,and whether they are class teachers.However,there is no significant difference in the development of teaching literacy of special post teachers in the three variables of gender,household registration and age.An influencing theoretical model of different variables on the development of teaching accomplishment of special post teachers was constructed later,so as to further verified the reliability and validity of the theoretical model of "multiple integration" influencing factors of them,which based on the grounded theory,and final is to drew relevant research conclusions and achieve the goal of combination of empirical research and theoretical research.Thirdly,five special post teachers in Ganzhou City of Jiangxi Province were selected as in-depth interview research objects to explore the development track of teaching accomplishment.The research result as follows.It is found that they cultivate the feelings of education and set up the thought of teaching.Improve teaching quality,practice excellent skills;Optimize the teaching environment,promote teaching literacy and improve the national policy,establish a joint force mechanism.At the same time,it based on the teaching reflection of 10 special post teachers in Ganzhou City,Jiangxi Province,the author explored the development type of teaching accomplishment of special post teachers.According to the development level of teaching accomplishment of special post teachers,the author divided 10 special post teachers into two categories,which include six types.Among them,the stable type are “The starting point is low but go to succeed later type”,“no undulation type” and “always efficient type”;the unstable type are “always inefficiency type”,“always come off type” and “occasionally undulation type”.Based on the results of self-evaluation,track and type of teaching literacy development of teachers in special post,the overall level of teaching literacy development of teachers in special post is good,but there are some shortcomings.Finally,this thesis studied the supportive strategies for promoting the development of special post teachers’ teaching accomplishment,proposing the following solutions,which is to solve the dilemma of the development of special post teachers’ teaching accomplishment.The external supportive strategies include the formulation and effective implementation of national policies,the establishment of rules and systems and the presentation of cultural atmosphere,the harmonious relationship between communities and the promotion of comprehensive status,so as to optimize the teaching environment of special post teachers.In order to achieve the cultivation of educational sentiment and adherence to the mission of teaching and educating.At the same time,this thesis gave the relevant research conclusions,shortage of research and subsequent research assumptions.