Researches On Pertinences Of National Teacher Training Program Of Primary School English Teachers

The key to development and reform of education lies in teacher. With the fast development of society, pre-service normal education can not meet the new requirements and standards of teachers’ professional development. Only by strengthening the lifelong education which focuses on in-service training, can we meet the needs of the society, especially for the development of teachers’ professional development. Therefore, in-service training is essential.The effect of in-service training is largely determined by the in-service training program, especially the pertinences of in-service training program. For this reason, the in-service training program should be accord with training purpose and teachers’ professional development. Based on teachers’ training needs, pertinent training program is made. Nowadays, so many national teacher training programs are carried out which cost much more energy and money, however the effect of teacher training has been questioned by the society. Lots of scholars have studied the problems existing in the national teacher training program, for example, more theory than practice, lower professional qualities of training experts and simple training mode, etc. These studies should be said to have references and guidances on improvement of training, but almost all of the training programs are not involved in pertinences. In addition, there is a phenomenon of regarding middle school as superior to primary school, which leads tothe lack of the research results on pertinences of national teacher training program of primary school English teachers. Therefore, the paper thinks it is necessary to carry out the research on pertinences of national teacher training program of primary school English teachers.The paper is based on constructivism theory. It thinks learning is a process,which is that learners obtain knowledge with others’ help under the certain situation. Training is a process of obtaining knowledge. Whether it is significant or pertinent, learners, training experts,environment, resources are important factors.The purpose of the research is to take the national training program for primary and secondary school teachers – the training of the young and middle-aged backbone teachers in primary and secondary school from rural districts undertaken by Sichuan Normal University in August, 2014 and 50 primary school English teachers in Sichuan who attend training as research objects through case studies. Datum are collected by questionnaires and interviews. The author wishes to analyze the pertinences of national teacher training program of primary school English teachers and tries to provide some references and suggestions for the development and implementation of national teacher training program by discussing the learners, training experts,environment, resources in order to enhance the pertinences.The research method of this paper is questionnaire survey. The test paper is designed to have two parts, questionnaires and interviews. Questionnaires are divides into three sections, basic situation, the understanding of national teacher training program and its expectation and need on training form and content. In the process of interviewing, participants have to put forward some suggestions and ideas about any aspects of national teacher training program. In the end, the collected datum is analyzed by SPSS 19.0 and Excel. It is stated as follows:1、Through chi-square test,it is found that there is no difference between the understanding, need and reasons of training program according to the different gender, teaching age, age, transferred teachers and educational background partly.But there is difference on the understanding of national teacher training program due to the different professional title. It is mainly about that participants who are2 nd grade primary teachers do not have much understood about national teacher training program.2、Through chi-square test,it is found that there is no difference between training form according to the different professional title and teaching age through datum analysis. But it is changed with different gender. Male research objects need more reflection and practice than female. It is opposite in the training form of exchanging of experience and heterogeneous forms for the same subject.3、Through chi-square test,it is found that there is no difference between training content according to the different gender and teaching age through datum analysis. But it is changed with different professional title. Male research objects need more reflection and practice than female. It is opposite in the training form of exchanging of experience and heterogeneous forms for the same subject. With professional title increasing, the need for educational knowledge is gradually reducing.4、Compared with national teacher training program, what research object expect and need is lower than what national teacher training program provides.5、Through research,the paper thinks it should strengthen the research onparticipants’ training needs, combined with the requirements of teachers’professional development and actualities of education and teaching.Comprehensively considering the learners, teachers, situation as well asresources and other factors, make and implement teacher training programs toimprove the pertinence of teacher training for the purpose of promotingimprovement of training quality.