Research On Problems And Strategy Of Rural Primary Schools School-Based Training In Yanbian Area

School-based training as the most effective and economical way to professional development of rural primary school teachers get consensus of the majority of educational theory workers and managers. On the status of implementation of school-based training, influencing factors, results and so on,at present very few people carry out research from an empirical point of view. In this thesis,218 rural primary school teachers in Yanbian area as reseach sample,451 town and city as reference sample, use literature, investigation, comparison, measurement methods to analyze the difference of training contents and forms and the differences among the different groups; Select better training contents and forms; Screen and compare the forms and contents among different career stages;Give the strategy on management of training at rural primary schools.Through the study of this subject, enrich effectiveness research in theory; Established school-based training management strategy for teachers among different stages, provide useful help for teachers' professional development; provide some references for different types of teacher training institutions.The survey method are used to know about issues such as school-based training status, meanwhile interviewing some teachers, more comprehensive and objective understanding of status teachers' professional development of rural primary schools in YanBian area.Mainly from the six aspects:(1) Training contents and forms of the rural primary schools in Yanbian area; (2) Rural primary schools training needs; (3)Rural primary schools training effect; (4) Factors and effect relationship; (5) Rural primary schools training problems; (6) Research conclusions and training strategy.Through research, the following conclusions are:(1) Rural teachers needs about school-based training reflect lower professional development goals; (2)Needs of school-based training forms reflect a passive awareness of professional development; (3) Support of group culture for school-based training is not enough; (4) Support of organizational culture is not enough; (5)Difference of school-based training between urban and rural areas is significant; (6) Factors of school-based training are significantly related to the effect, but prediction of factors to the effects of school-based training is not ideal.Training strategies are:1.Headmaster must clear the meaning and role of school-based training.2.Correct attitude of teachers, regulate their behavior and improve effectiveness of school-based training contents and forms.3.Build a positive, friendly, harmonious, interactive school culture. (1)Mining excellent organizational culture; (2)To build Score System group.4.Improve profession of leaders and training teachers, let experts in.5.Optimize training needs level of rural teachers to enhance the effect of complex training. (1)Encourage rural school backbone teachers, municipal outstanding teachers to participate in a higher level of training; (2)Help teachers at every stage establish a higher level goals of professional development, until an outstanding teacher; (3) Based on actual teachers at every stage, implete theoretical training.