On How To Improve The Professional Literacy Of Incumbent Chemistry Teachers Of Rural Junior High School

Currently, the implementation of the curricula reform policy has been making higher demands upon the professional literacy of high school teachers, who serve as the most important executives. Their professional literacy is directly correlated to the success of the reform. Therefore the successful implementation of elementary education reforms calls for a giant team of highly competent teachers. As rural high schools are not blessed with favorable natural conditions, they are mostly both excited and at a loss what step to take. They need adequate training, upgrades and improvement of literacy in respect of theories and concrete skills.This thesis takes advantage of the fact that there are currently very few researches on how to improve the literacy of chemistry teachers of rural junior high schools. Professional literacy is divided into education philosophy, knowledge composition, laboratorial teaching skills and professional ethics. The article is based on a reseach into professinal literacy and demands of incumbent chemistry teachers of rural junior high schools in Chengdu. The author pays numerous visits to local rural junior high schools and training institutions for elementary and secondary schoolteachers and understands the harsh reality of teacher-orientated and school-oritented training.At last the author advances some measures and schemes of his own regarding the enhancement of incumben chemistry teachers of rural junior high schools. These tentative mesures and schemes are based on disadvantages of current training systems, the status quo of professional literacy of the teachers and the achievements of students. The measures include: The correlation between urban and rural areas, the correlation between key teachers and ordinary teachers and a step-by-step enhancement mode for school-orientated training. The teaching philosophy, practical skills and guiding principles are combined and improved, forming the laboratorial teaching skills. A teacher-oriented training mode centered on counties is adopted to enhance the subject-matter knowledge and conditional knowledge and to overcome skill deficiency caused by lack of laboratory instruments. A resident, intensified and organized training mode is also adopted to improve the teachers professional ethics.