The Research On Female Teachers’ Education Research Situation In Rural Primary School

As the concept that "teacher as researcher","teachers’ professional development" has been extended and accepted, primary and secondary school’s teachers’ initiate start to bring into play. Their main position in education research finally been accepted. However, teacher’s attendance in education research differs from each other in a thousand ways in different school environment and varies teacher group. When teachers start to take part in the practice of education research, it still occurs many problems. In the data collected about teachers’ research situation, it had failed to pay attention to the particularity of rural area primary school’s female teacher’s role as research personnel, and also ignored to research from the perspective of gender. For this reason, this paper will try to explain from the perspective of gender and focus on rural primary school’s female teacher. We will investigate their education research situation from five aspects, including research purpose, research content, research capability, research attitude, and research achievement. We will make efforts to find out the causes of that situation, and attempt to make corresponding strategies to change or transcend the status quo.We start our study from the perspective of gender since we have collected relative literature information and theory. To prove our study, we asked289rural primary school teachers (include172female teachers and117male teachers) to complete questionnaires from three counties of human province and conducted in-depth interviews with them. We have the following findings:from research purpose, female teachers to carry out the education research of utilitarian weaker than male teachers, but passivity is outstanding; from the research knowledge, female teachers access to research knowledge path relative to the male teachers is relatively single, female teachers to participate in the education research training and reading education work time less than male teachers; from the research ability, female teachers selected topic and run the project situation less male teachers, writing is better than that of male teachers education reflection diary, female teachers lack of confidence in their own research ability; from the research attitude, female teachers than male teachers tend to obey authority, the status of the female teachers’ education research cooperation to strengthen; look from the research achievements, female teachers’ research achievements in the form of expression is the main thesis, this is consistent with the condition of the male teachers, education reflection diary ruled out by the research evaluation system. Gender perspective biddy teacher education research and the main reason of this situation are:traditional gender role expectation and take care of the needs of families, lack of social gender consciousness school daily management system and research evaluation system, teacher’s subject consciousness and gender sensitive to light.Based on the investigation of rural primary school teacher education research, combining with the causes and related theory discussed, on the research of achieving rural elementary school teacher education beyond put forward the corresponding suggestion:the rural primary school external support, efforts to adjust gender role expectation, promote the socialization of housework; rural primary school to make a change to the social gender consciousness into the daily management and education research evaluation system; female teachers to their initiative, actively improve their subjective consciousness and gender sensitive.