Teacher Professional Development Or Grouth Of Rural Elementary Education School-based Training Mode Research

The new round of elementary education innovation started in our country from 2001, in which a lot of new educational ideas have come into being. Whether the new course program is successful or not depends on the teachers'personal quality, attitude toward teaching, the ability to adapt to the new situation and their self development. At present, the quality and quantity of teachers in our country cannot meet the requirement of teacher professionalization. The quality of teachers in rural primary and secondary schools has become the bottleneck problem which restrains the development of elementary education. Therefore, the professional training, especially school-based training is in great need.The proper understanding and interpretation of the concept, that is, school-based training, is the precondition for its successful application into practice. The meaning of"school-based"involves three levels: for the school, in the school and based on school". And the process of"training"lasts through the teachers'whole career life. In a whole, school-based training is a training pattern which is guided by the educational management departments and teaching training institutions and launched by schools. By solving the practical problems confronted in the course of teaching development and reform with the aid of all the resources inside and outside school, the teachers'professional development can be finally achieved, for the unity of teachers'teaching, studying and researching is the main concern of the pattern.The main tasks in this study are as follows: firstly, to clarify the role of headmaster as the first person responsible for school-based training and strengthen the awareness of school-based training among teachers; secondly, to construct the open system in school-based training program and explore the more effective training patterns; thirdly, to set up essential systems and criterions for the training. It is also necessary to make practical training plans and projects in accordance with the situation of the school for the near and far future in primary and secondary schools. The effect of measures taken in training should be emphasized as well. Lastly, the research tends to promote the classroom teachers'creative ability in teaching and researching. The individual teachers'professional development is closely related with teachers'professionalization, with the latter as the condition and the former the theme and purpose.The researching method adopted in this study is action research, which is based on the realistic education environment, to be specific, under the situation when the school-based training is under way in all primary and secondary schools in Qingdao. At the same time, the present author collected and referred to abundant materials in the course of study. Through one case study of primary and secondary school at county level, the paper arrives at the generally used ways and methods in conducting school-based training in rural primary and secondary schools, points out the efficiency and deficiency existing in the process of training, and puts forward some corresponding suggestions."Training should follow a model, but there shouldn't be any fixed and stable model. It is advisable to create models. The model without fixed shape is the ultimate one."Although school-based training is at its infant stage, it is developing very fast. We should adapt ourselves and meet every new challenge in the educational transformation and development. School-based training is expected to play a leading role in promoting teachers'professional development and their teaching quality. The training result will be melted into the teachers'everyday teaching activity and bring about benefits to the rural primary and secondary school education in the end.