The Research Investigation Of The Education Training Needs For Rimary School Special Position Teachers In Honghe Prefecture In Yunnan Province

On May 15,2006, the ministry of education, ministry of finance, ministry of personnel, central staffing department jointly issued the "rural compulsory education stage school teacher special post plan implementation plan".The implementation of "rural compulsory education stage school teacher special jobs plan" (hereinafter referred to as "the special teachers plan"), is designed to solve the rural schools’total amount of insufficiency and the problems such as unreasonable structure and so on, improve the overall quality of the rural teachers, promote the balanced development of the urban and rural education. The special teachers mostly consists of fresh graduates, and they lack experience in teaching. Some of these graduates worked as tutors in college, and others are teachers in counseling agencies. Therefore, teacher training for the improvement of the education teaching ability has important significance to special teachers.To understand the education training needs of primary school special hillock teachers in Honghe Prefecture, Yunnan province more objectively, this passage investigates the training needs of Honghe Prefecture primary school teachers by questionnaire surveys, based on the 136 elementary school teachers in Honghe as subjects. According to the phase theoretical researches of teachers’ professional development, we do the survey of present training situation and needs of special teachers and we have in-depth interviews with four special teachers to reveal the existing problems of teachers training, and try to give some personal suggestions and strategies.The whole thesis is divided into seven chapters. The first chapter is the introducti on part, which introduces the research background, research content and research significance. The second chapter is Literature review, which introduces the core concepts, duty planning background, the theoretical basis of this study, literature review at home and abroad as well as carding literature for further study. The third chapter presents the training needs analysis of the present situation and the research through the question naires data induction, finishing in Honghe Prefecture. as well as the teachers’ present teaching situations, the teachers’ current education training needs and existing problems in the education teaching teachers training needs analysis. Chapter four discusses the differences in training needs research, through questionnaire analysis, in-depth interviews, education training demand difference analysis, and different dimensions related training needs analysis, the differences of different dimensions of training needs analysis, as well as the training demand factors related analysis results, which aims to analyze training needs of teachers in class management, professional education teaching ability and the training of trainers education literacy needs. Chapter Five shows the factors affecting the analysis, the teacher title level factors, policy factors, and presents the analysis of the affecting factors and social evaluation. The sixth chapter gives the count ermeasure research to improve the teachers training system and standardize teachers’t raining, teaching contents as well as standardized training institutions.The seventh chapter is about conclusion and suggestion. In terms of conclusion aspects, first of all, the present situation of special teachers is that the teaching methods and means are relatively advanced and the form of extracurricular education is pretty rich. From the current situation of special teachers’training, the training strength of teachers is not enough; the pertinence of special teachers’ training is not strong; the training quality is not satisfied and the training forms of teachers are single. Second, the results of variance analysis are the obvious difference of education training needs of different degree levels, source of education, title levels and teaching aging levels. The third factors are teachers’ title levels, policy factors, treatment, and the evaluation of the society. As for advice, firstly, in policies, perfect the system of teachers’training. Then, enrich the teachers ’ training modes. Third, standardize and enrich the training contents. Finally, strictly control the quality of teaching trainers, and consider the trainers’styles of giving lessons.