Rural Primary School Teachers' Professional Development After Adjustment Of The Layout

In the new era of reform and opening, considering the promotion of the national urbanization, the remove of rural population and the Reduction of school-age children, Central Government has formulated policies to adjust the layout of rural schools in order to configure the rural educational resource reasonably, optimize the structure of rural basic education and promote the further reform and development of rural compulsory education. The adjustment of schools’ layout is not only the integration of tangible material resources but also the integration of intangible human resources in school. As the most important part of human resources in rural primary schools, rural primary school teachers are the main communicators of rural culture as well as the key force to promote the reform and development of rural education.In order to examine rural primary school teacher’s professional development after adjusting the schools’ layout, this paper made a survey which takes a county of Shanxi province as an example. By analyzing the questionnaire, following conclusions were obtained:the professional development of rural primary school teachers is optimistic, however, some problems are still existed, some measures should be taken to improve and enhance teachers’professional development; Teachers’ different attitudes toward the adjustment have a certain impact on their professional development; In the view of these teachers, central primary schools, rural primary schools and private primary schools are treated differently; teachers’ understanding of professional development is not comprehensive, most of them forget themselves in the process of education, which is the key to achieve their professional development. And they do not have a clear goal; even do not realize the importance of professional development. Specifically, compared with other parts, teaches’ professional knowledge system is incomplete and have a relative lack of education disciplines knowledge, their instructional design ability and awareness are both weak, and they are significantly weaker in terms of professional aptitude.Therefore, to promote rural primary school teachers’ professional development, the most important thing is to awake teachers’ awareness. Besides, it is necessary to provide a variety of external security for these teachers, including personnel system, job training, education investment, management system and social atmosphere.