Study On Quality Of Beginning Teachers In Rural Primary And Secondary School Of China

Rural beginning teachers are fresh force in rural education. The quality of rural beginning teachers not only have directly influence on the quality of rural education, but also play a decisive role in the development of rural education. So, it is helpful on speeding up the development of rural education to probe into the issue of how to enhance the quality of rural beginning teachers. We choose the quality of rural beginning teachers as a subject of discussion because academia has paid little attention to it.According to the plenteous literature search and investigation, the paper attempts to establish reasonable and systematic quality criterion of rural beginning teachers, according to which the status quo of the quality of beginning teachers in rural primary and secondary school in Wusheng county Sichuan province are investigated. With analyzing the survey results, we summarize the problems about the quality of rural beginning teachers and the reasons currently, and then we can pertinently take steps of enhancing the quality of rural beginning teachers.There are 6 chapters in this thesis. Chap.1 makes a summary of the literature search related with this subject. Chap.2 explains the aims, contents, cause, meaning, difficulties and importance of this study, and makes out the design and implementation methods of investigation.In chap.3, we survey the issue of quality of rural beginning teacher in the visual field of current educational reform and development in our country. After reviewing the evolvement of the nurture of teachers, we can see that the nurture of rural teachers has the characters or trends such as diversification, higher education and specialization. On this basis, and according to the characteristics of rural education, we describe the needed quality of rural beginning teachers in the educational reform and development in china, from aspects of teachers' morality, concepts of education, knowledge, ability and the physical-mental quality.In chap.4, we explain the aim, contents, ways and means and status of the investigation, and analyze the statistical data which was gained in the investigation. The statistical data concerns all of the following: employment of teachers, inductive education, requirement of rural beginning teachers, and evaluation of quality of rural beginning teachers.In chap.5, we discuss the existing problem and the reason. Problems on the quality of rural beginning teachers are brought forward, such as the following: being weary of rural education while being devoted to the rural students; shortage on knowledge of subject and educational science; lack of didactical technique; lack of rational knowledge of rural society and rural education; emotional instability.In chap.6, the principles and concrete suggestions and countermeasures of improving the quality of rural beginning teachers are discussed. Thereinto, six principles are put forward: initiative, coherence, durative development, specialization, localization, reasonable requirement. Meanwhile, the rural beginning teachers, educational institutions and rural primary and secondary schools should work together for the durative development of rural beginning teachers. The development includes pedagogical education, induction and OJT (On the Job Training).