The Tactics Of Countryside Junior Middle School Teachers’Self-development

The countryside junior middle school education is an important constituent of the compulsory education. The quality of the countryside junior middle school teachers are the safeguards of the high grade of countryside junior middle school education. Therefore, the countryside junior middle school teacher’s career development is directly affecting the result of the countryside junior middle school education. However, because of the rural education funds insufficiency, education training opportunity is few and so on, the countryside junior middle school teacher’s career development situation is unoptimistic in present. Breaks through the present situation or halts, mostly depends on countryside junior middle school teachers’self-development. The countryside junior middle school teacher’s self-profession means the countryside junior middle school teachers passes deeper to the teacher occupation, forms self-professional, and development in the curriculum, the teaching, and the research practice. The self-professional of the countryside junior middle school teachers, can not only solve the difficult position in the career development, also has displayed the countryside teachers’initiative and innovative.The developing difference of the junior high pupil body and mind causes the junior middle schools stage to become special of a person growth process. In this time, teacher’s education influence has the extremely significance. The countryside junior middle school teacher’s self-development has close relation with the student. It meant the teacher can act creatively to solve the questions in countryside junior middle school students.This article under the foundation of literature research, uses "Teacher to Self-develop Questionnaire" to carry on the investigation. The investigation discovered problems of junior middle school teachers:the unoptimistic self-development condition, the not unified understanding and the behavior, and the practice quite to be blind, association development consciousness is quite weak.In view of the questions, the research has constructed three dimensions:Firstly, renews the teacher to develop the idea, establishes the teacher self-profession. Secondly, developing in the curriculum participates, forming the teaching style or teaching reform and gain research practice. Thirdly, pursues the association development of the countryside junior middle school teacher. Fourth, strengthens exterior support.