Research On Predicaments Of Rural Middle School Chinese Teachers' Professional Growth

With the continuous deepening of the reform in our country,rural education has developed greatly. At the same time,however,various problems of rural teachers'education and cultivation we cannot ignore emerge within the new tide of fundamental education reform. These problems prevent the development of rural education of our country heavily,and we must pay great attention to these problems. The present thesis mainly studies the straits of the development of rural Chinese teachers'specialization. The rural Chinese teachers'specialization is an essential factor of the quality of rural Chinese education in middle schools. The specialization of rural teachers in middle schools is an indispensable trend in the tide of education reform,in which rural middle school Chinese teachers should not be forgotten. This study explores rural Chinese teachers by means of a questionnaire and interview. The results show that: there is great gap in the process of specialization development between rural and city Chinese teachers; the rural Chinese teachers'specialization is facing both internal and external straits. The internal straits lie in three aspects: the weakening of specialization,the emptiness of specialization autonomy and the desalination of the internal drive of specialization. And the external straits lie in: the nominal specialization training,the shortage of fund investment,which cannot guarantee the elemental physical and mental conditions for the development of rural teachers'specialization,the dropping-out of Chinese teachers and the influence of unhealthy school cultures.On basis of this study,some suggestions are put forward from three perspectives of local government,education sections and Chinese teachers themselves.The theoretical foundation of this study is teachers'specialization theory based on which the study explores the indispensable external environment and internal quality structure which a professional Chinese teacher should obtain. With the pre-condition of this hypothesis,we got the first-hand empirical data through a questionnaire and interview in order to combine the theoretical construction and empirical study, explore the straits of the development of rural Chinese teachers specialization and try to put forward some feasible ways.With the individual as the unit of analysis, this study investigates 122 Chinese teachers from 11 middle schools in Yichun, Jiangxi province, Heyuan, Guangdong province and Zhangjiagang , Jiangsu province by means of questionnaire and interview.