The Research On Teachers’ Autonomous Learning Of Government-supported Normal Teachers In Physics Of Middle School

Since the fall semester of 2007, six subordinate normal universities in China began to implement Government-support normal education started from freshmen, which was written in The Measures of The Implementation of The Normal University Students Government-support Education in Normal Universities Directly under the Ministry of Education(Trial Version) was co-issued by the General Office of the State Ministry of Education, Ministry of Finance, Public Sector and the Personnel Department in May, 2007. Government-support normal students are on the mission of improvement of rural education quality and promotion of balanced education development. Until now, the eighth year since the implementation, the third group of normal graduates has entered work place. Their joining injects new energy into basic education. During the years of measures implementation, the information of the career development of government-support normal teachers is needed and required. Teachers’ autonomous learning is essential to school’s educational reform and development, and the basis of teachers’ professional development at sustainable and high quality state. Therefore, investigation and study to government-support normal teachers’ autonomous learning situation, is not only the request of balanced and sustainable development in our basic education as well as the realistic requirement of improving the quality of rural education in our country, but also the practical need of normal teachers’ professional development. Successively as the starting point, this paper focus on the public normal high school physics teachers’ autonomous learning situation and discusses how to promote their autonomous learning.First of all,based on literature research method, in this paper the status quo of government-support normal students’ autonomous learning, teachers’ autonomous learning and rural teachers’ autonomous learning is collected and sorted out both at home and broad. And the research dimension of teachers’ autonomous learning is determined. Besides, a survey tool is developed to discuss the teachers’ autonomous learning theory in this paper. Method of questionnaire and interview survey is adopted to investigate the learning situation of government-support normal teachers’ autonomous learning. And factors that affect government-support normal teachers’ autonomous learning are collected and analyzed. Moreover, interview of government-support normal teachers was conducted. Finally, optimized strategies and police suggestions are formed in the hope of giving some enlightenment and reference to government-support normal education and normal students.