Research On The Effectiveness Of The Teachers’ Training Programmes In Rural Primary And Secondary School

With the continuous development of education in China, the importance of the teachers are increasingly being recognized. Teachers are the disseminators of knowledge and their knowledge needs to constantly be updated. Teachers are students’ exemplar and teachers’ behavior and attitude have a subtle effect on their students. Therefore, teachers’ training will be an important topic of education. In recent years, China’s administrative departments of education put a lot of effort and give high priority on the training for teachers in primary and secondary schools. They hope to enhance the overall quality of teachers by putting in manpower and material resources. Due to the impact of different aspects, there are still some problems such as the training programmes are too formal and training efficiency is not high. These problems are particularly evident in rural areas. The quality of primary and secondary school teachers will directly affect the smooth development of China’s education. Currently, three-quarters of teachers of primary and secondary schools in china are composed by rural primary and secondary school teachers. In other words, to enhance the quality of teachers in rural primary and secondary schools is significant to improve the overall quality of teachers. In recent years, china increase emphasis on the training of teachers in rural primary and secondary schools continually and the teachers’ training programmes for rural primary and secondary school teachers has become the focus of research. We hope to guide teachers in rural areas to transform external knowledge and experience into their own intellectual qualities by training, so that teachers themselves can develop fully. Therefore, the analysis and research on the training programmes for rural primary and secondary school teachers is very necessary.After investigation, I found that there are some shortcomings on the present teachers’ training programmes as follows, training objectives are not clear; there is no clear aim on the set of training content, and there are phenomena that setting classes for someone specially; training methods’ selection lacks flexibility; training evaluation system is imperfect; training feedback mechanism is not perfect.Through questionnaires, field interviews and so on, I do research on the problems of teachers’ training in rural primary and secondary schools, make summaries on the reason why the effect of rural primary and secondary school teachers’ training is not satisfactory and point out that the problems result in training initiative is not high because of a lack of vitality in training system; the uneven level of teacher training lead to training is limited; a lack of proper understanding of the training leads to the inefficiency of training; a lack of specific training content and various training methods lead to the invalid training. Finally, in view of these problems, the author puts forward suggestions and strategies as follows, establish a sound teacher training system; optimize the structure of the training teachers; renew teachers’ training concepts; improve the quality of teachers’ training. Therefore, educational administrative departments need to pay more attention to the training of primary and secondary school teachers in rural areas to improve the overall effectiveness of teachers’ training.