| With the establishment of a lifelong education system, the formation of the learning society, self-learning are more and more meaningful. Primary school teachers in rural areas are the backbone of the rural basic education. The self-directed learning of primary school teachers in rural areas have an important significance for the development of the students and their professional development. Self-directed learning of rural primary school teachers can promote the development of basic education in rural areas, it also can improve the quality of basic education in rural areas. Therefore, the research on self-directed learning of rural primary school teachers have a certain significance.This study based on the literatures of self-directed learning theories and of self-directed learning of teachers theories, combing the value and significance of the self-directed learning of teachers, the study basis and conditions of self-directed learning of teachers, overview of the characteristics of self-directed learning of teachers. In order to understand the current situation of the self-directed learning of primary school teachers in rural areas, this study uses survey and interview for a rural primary school teachers of the Xi’an area C independent study status of the investigation, analyze the current situation of the self-directed learning of primary school teachers in rural areas and the problems, and finally try to find out some strategies to urge the rural primary school teachers to learn. This study is divided into five parts, as follows:The first part of the introduction.Specifically addressed this research question is how to put forward, the background, significance and methods of this research.Second part of the Research is literatures and concepts defined. First, comb the research context of independent learning at home and abroad, and existing research results. Secondly, introduced the concepts of learning, self-directed learning, self-directed learning of teacher,.the self-directed learning of teachers in rural areas.The third chapter concludes three parts:firstly it discribes the values of self-directed learning of teachers, self-directed learning for teachers, students, education has different influences; secondly it explains that the basis and condition of self-learning is life spare conditions and post-figurative culture; finally it analyzes the characteristics of self-directed learning of teachers:autonomy, effectiveness, creativity, the relative characteristics.The fourth part is a survey. By investigated the situation of self-directed learning of the teachers in rural primary school teachers in the Xi’an, the researcher found these problems in self-directed learning of primary school teachers in rural areas:affective indifference in their own learning; self-learning abilities are relatively weak; quite lacking in self-learning behavior; relatively backward in the autonomous learning conditions.Fifth part, the upgrade strategy. For solve the problems for self-directed learning in rural primary school teachers, the perfect to promote their independent learning strategies are enhancing independent study of rural primary school teachers affection; to improve self-learning ability of primary school teachers in rural areas; to strengthen the behavior of self-directed learning of primary school teachers in rural areas; to the conditions of self-directed learning for primary school teachers. |
