An Investigation On The Current Situation Of School - Based Training Of Rural Primary And Middle School Teachers In Nujiang Prefecture, Yunnan Province

Since the90’s of the last century, school-based training concept was introducedinto China, the study on school-based training such as bamboo shoots after a springrain is appearing in large numbers. The successful experience of foreign countriesand our country ‘s “School of continuing education training test areas” shows thatschool-based training is an important way of improving the teachers’ professionaldevelopment. And in the study of Chinese School-based training about rural schoolis small and school-based training on minority areas is more scanty. As for the NuRiver Lisu Autonomous Prefecture, a special geographical environment, whoseoverall quality teacher training is low, which is a minority in minority areas, how itshould carry out this kind of training and how the needs of teachers and schooldevelopment be connected with each other is an urgent need to study and concern.The author referred to a lot of literature home and abroad to understand theconcept of school-based training, the goals of reach, the contents of research, theresearching ways and the management research. Based on previous studies onaccumulation of combining questionnaire and interview methods, the Nujiang ‘sprimary and middle schools supplied a lot of materials,according to analyzing alarge number of data and the teachers, leaders,the author find out the existingproblems of school-based training in Nu River.Further combined with the theory ofmining problem, the author tries to better carry out the rural primary and middleschools in order to put forward the improvement strategies. We hope furtherimproving the school-based training, helping to improve the teachers’ professionaldevelopment level and better schools.The survey found that rural primary and middle schools in Nu River, has thefollowing problems in the training: Firstly, the training goal is unclear to understand.Secondly, the training content can not meet the needs of teachers. Thirdly, the formof training is single. Fourthly, the management of training is not perfect. Thus,thispaper puts forward the following suggestions: First, strengthen (can’t use a colon to make such a statement, but to understand the school-based training target)schoolleadership knowing the goal of the training.Second, understand the needs of teachersto make training content. Third, making the form of training varied meets thepersonalized needs of the teachers. Fourth, improve the standard evaluation systemof school training management.