Research On The Status Quo And Countermeasures Of Rural Junior High School Teachers’ Post Job Training Needs

For the post training to improve teachers’professional quality, the Ministry of education has promulgated "on the" Tenth Five Year "period of teacher education reform and development views", "on strengthening the training of teachers in primary and secondary schools" and other documents, and continuously improve on post training requirements, from focusing on improve education to focus on "teaching pass equal emphasis on education and. In February 2012, the Ministry of education to solicit the views of the whole society and suggestions based on, promulgated the "middle school teachers’professional standards (Trial)", the teachers’training goal of further adjustment:with good professional ethics, to master professional knowledge and professional skills. Lead teacher training and a step forward.Junior middle school teachers’training is the most important part in teacher education, but also the development of the teachers themselves, improve their own quality, the new idea of education, teaching methods to enhance the important way. Therefore, the author in XX County,7 junior high school 430 teachers as the research sample, investigation. The in extensive reading at home and abroad research data, master the basis of a large number of research literature, from the teachers’cognitive training, post training management, vocational training, vocational training, vocational training for teachers’instruction, post training evaluation way of the six dimensions of investigation, to understand County Township Middle school vocational training status and the requirements of the situation, on the basis of investigation and study found the problem, analyze and solve problems, and puts forward the corresponding countermeasures and suggestions.The through a questionnaire survey and interviews, after the discovery of county junior high school in-service training, there exist the following problems:(1) training tend to be formal, competent leadership and training teachers are not seriously deal with the training, part of the leaders or teachers active attention to consciousness. (2) the township junior middle school teachers training cognition, management, content, form, teaching teachers can not meet the needs of teachers. (3) the teachers’ training evaluation methods most dimensions of negative demand. The author draws the following conclusions:(1) the township junior middle school teachers after training the overall level is not high, in which the "cognitive training", "training management" is the worst. Resulting in training in the form (2) in addition to the training evaluation method, the various dimensions have a certain demand, which is the highest in the form of training. (3) teacher training content, training form, training teaching teachers, and even training evaluation methods and so on, there is a close combination of teaching practice and the pursuit of teaching practice.The author suggested:(1) from the perspective of cognitive training, improve management and participating in the training of teachers’sense of initiative; (2) better in-service training management system and evaluation mechanism, make strict attendance plan and specification for post training management. (3) to create to the rich theoretical knowledge as the foundation, to "learning" as the center, and classroom practice combining "vocational training; (4) using a variety of evaluation methods, evaluation of incentive, mobilize the enthusiasm of the teachers participating in the training.