Study On The Construction Of Teacher During The Stage Of Compulsory Education In Minority Areas Counties

This study takes the plight of construction of teacher during the compulsory education in minority areas counties as the background, takes resolving the contradictions of construction of teacher in minority areas counties as the object, and takes enhancing the level of construction of teacher in minority area counties as the goal. The paper uses literature and questionnaires to analyze and study from a variety of perspectives, which tries to solve major problems of construction of teachers during compulsory education and to improve the quality of teachers during compulsory education in minority areas counties, facilitating the process of education modernization.Under the background of balanced development of compulsory education in counties, the problems of the construction of teacher are increasingly prominent in the minority areas, which are affecting the region’s development of culture, economy and society. The problems mainly reflected in following several aspects:firstly, teachers’ quantity and quality are not balanced in urban and rural areas, and the construction mechanism of teacher are not perfect; secondly, teachers specialization construction is not complete, and teachers professional configuration is not science, and teachers’ quality in rural schools is not high; thirdly, teachers’communicative and interactive mechanism is not sound, and teachers’regulation is not integrated scientifically; fourthly, teachers is bearing heavy work burden, psychological pressure being a little great; fifthly, teachers’incentive mechanism and wage distribution are not sound, and utilitarian in education is serious. Therefore, solving the problem of construction of teachers during compulsory education in minority areas counties is conducive to the improvement and development of regional education and is a way to enhance the construction of teachers in minority areas. There are a number of factors to cause the problems of construction of teachers during compulsory education in the minority areas, such as the construction of teachers’ system, the construction of teaching environment, the construction of teachers’culture, the construction of teachers’training and the construction of balanced teacher allocation.From the point of policy and system, various systems of teacher construction in minority areas counties hasn’t yet established; from the point of teaching environment, there are two causes of social and school environment, education teaching environment being behind; from the point of teacher configuration, there are obvious differences between teachers form urban and rural areas, and teachers’mobility is in disorder for long term; from the point of teacher management, the management of education competent sector and school on teachers is in experience management stage, not achieving the combination of scientific management and human-centered management; From the point of teacher specialization and training, the qualifications of teachers are relatively low in minority areas, and teachers’training didn’t get enough attention with training quality being not high and formalism in the aspect of professional and technical teaching training; from the point of teacher evaluation, the evaluation system is not sound during compulsory education in minority areas with evaluation means being not scientific, and the evaluation system for the assessment, evaluation, employing and qualification review of teachers are also not in good condition.To address these problems and to improve the construction of teachers during compulsory education in minority areas counties, there are four actions to follow. Firstly, control a good layout of schools to concentrate educational resources and increase funding to improve teachers’treatment. Secondly, complete the policies and mechanisms for the construction of teachers. There should be preferential policies for teachers in minority areas to standardize teachers’appraisal system, to enhance quality control of teacher training, to improve relevant laws and regulations, to perfect the educational supervision system. Thirdly, improve teachers’management system. Schools should focus more attention on teachers’culture and teaching management, standardize teacher exchange system, establish human-centered management concept, and strengthen the construction of democratic management. Fourthly, establish scientific evaluation model. There needs to promote and carry out reforms form the evaluation of schools and the evaluation of teachers. From the problems summed up above, combining the experience of construction of teacher at home or abroad and the actual situation of minority areas, on the basis of improving and perfecting systems, this paper proposes the following suggestions for the education status quo during compulsory education in minority areas counties. We should further complete the system of teacher construction management, establish research institutions for teacher construction management and psychological pressure of teachers, complement channels for reasonable teacher exchange and teacher training, strengthen the construction of teacher show platform, and upgrade the level of teacher construction during compulsory education in minority areas.