Specialized Context Of Rural Primary School Teachers In Independent Study

The teachers'professional development is an individual internal and active professional development process, which must depend on the teachers'self-regulated learning. The teachers'self-regulated learning is the power of teachers'professional development. The rural elementary education plays an important part in entire compulsory education. The rural primary school teachers'professional development plays an influential role in the development of rural elementary education.So the rural primary school teachers'professional development becomes especially important. The rural primary teachers'learning should not be passive, but should be active and conscious.This study contracts with domestic and foreign literature and makes a systemic Summary of the self-regulated learning theory.In order to know the present condition of rural primary school teachers' self-regulated learning, this study surveyed the rural primary school teachers' self-regulated learning in J town, he'nan province, using questionnaire, interview and observation., which analyzed the present condition and problem.According to the social cognitive theory of self-regulated learning, this study searches for the impact factors of rural primary school teachers'self-regulated learning and seeks an effective solution strategy on this basis. Specifically speaking, the full-text content is divided into following four parts.The first part contains the question to propose, the related literature, the concept limitation and the goal and significance of the research.The second part contains the present situation of rural primary school teachers' self-regulated learning in J town,which presents the following characteristics:The rural primary school teachers have self-regulated learning consciousness generally; they emphasize the subject knowledge and practical knowledge, but neglect conditional knowledge. The exterior support condition of self-regulated learning is insufficient.The third part contains according to the social cognitive theory, the self-learning is the result of the interaction of self, behavior and the environment. This study analyzes the factors of rural primary school according to individual internal factors, external factors and external environmental factors. The fourth part contains the strategies to promote the rural primary school teachers' self-regulated learning. The primary school teachers should learn initiatively and actively to tap their own potential; the primary schools and educational administration should provide effective external support and system protection for teachers.