Study On Current Situation And Countermeasures Of Autonomousdevelopment Of Rural Junior Middle School English Teachers

With the booming economic globalization and rapid dvelepment of “global village”, English becomes increasingly prominent. As the main means for cultivating the English talents, the elementary English educaion, should be widely concerned and appreciated seriously. Sparing no effort to improving English language teaching quality and the populace’s ability to use English becomes more urgent than ever before. As an agricultural country, English education in rural areas of China has been a main obstacle and a key issue, which directly affect the national holistic English educaion. Therefore, English teachers are absolutely the key to rural English education improvement. However, due to the poor material conditions and limited hardware facilities, the situation of qualified English teachers in rural areas is relatively unoptimistic. Whether they could adapt themselves to meet the development requirements for modern English teachers, modern social English teaching, English talent cultivation to improve the English teaching quality in an all-around manner, is closely associated with active, conscientious and autonomous development of English teachers in rural areas.This study, through adopting the lifelong educaion theory and Maslow’s Need-Hierarchy theory as the theoretical basis, relying on a combination of the documentary method, the questionnaire method and the interviewing method which serve as the research method, takes 99 english teachers from 11 rural junior middle schools in Weinan prefecture in Shaanxi as the objects of the study to undertake a study on the autonomous development situations of the junior middle school English teachers in the area considering the following aspects: the autonomous development awaeness, the autonomous development conception, the autonomous development planning, and the autonomous development behaviors and the like. The author makes use of Excel and SPSS20 software to analyze the survey results. Through investigation, it is discovered that the rural junior middle school English teachers have different problems in autonomous development, such as weak awareness of autonomous development, lagged autonomous development conception, deficiency in autonomous development planning, to-be-strengthened autonomous development behaviors, low capacity for scientific research and defective reflective ability and the like. In the end, the author proposes some useful suggests on autonomous development of rural junior middle school English teachers from the perspectives of administrative departments for education, schools, as well as from the English teachers themselves.