The Study On Professional Development Of The Key Chinese Teachers In The Rural Areas Of Guangxi

The major plan of a nation is based on education which depends on the teachers. Along with foundation education reform continuously thorough, teachers’ professional development is increasingly valued. Now Chinese teaching in rural areas is a focal and difficult issue in Chinese curriculum reform, and Chinese teachers in rural areas are the crux of improving Chinese teaching in rural areas. Thus, to develop and bring up a number of excellent Chinese teachers in rural areas is the foundation of the development of Chinese teaching in rural areas. The backbone of Chinese teachers in rural areas, as an mainstay in Chinese teaching development in rural areas, whose professional development is directly related to the effectiveness of rural education development. However, on account of the limitation of economic development, policies and systems and resource allocation, development of the key Chinese teachers in rural areas is confronted with a host of difficulties, such as obsolete education ideas, irrational knowledge structure, relatively low academic qualification, faint consciousness on teacher self-development and so on, which are not only bound by professional development of the Chinese teaching in rural areas, but also seriously hinder successful implementation of development of the Chinese teaching in rural areas and new curriculum reform. Therefore, the State Ministry of Education and Ministry of Finance organize and carry out national training plan so that it makes a great improvement of teachers’professional current situation.This research uses the backbone of the junior middle school Chinese teacher as research objects who have participated in the Replacement of Full-time Training Project in Midwest that is one of the items in Guangxi’s National Training Plan in 2014. On-site observation, interview, questionnaire survey and other ways can be used to realize and analyze the particpants’ basic professional development, training attitude and expectation, learning process, training satisfaction and effect. What’s more, the study also is aimed at the problems of development of the key Chinese teachers in Guangxi, and put forward some ideas and suggestions so as to provide professional development of the key Chinese teachers in Guangxi and further refinements of National Training Plan with references.The first part is an introduction that contains the origin of the question, the choice of research methods, the collection of research materials and the main contents and ideas of the study. With the continuous deepening of reform of basic education, professional development of the teachers in rural areas is increasingly valued. The research focus on the present situation of professional development of the Chinese teachers in rural areas, which uses National Training Plan’s Replacement of Full-time Project as a case and the qualitative research method as a guide. The survey and analysis of professional development of the Chinese teachers in rural areas can be promoted by the on-site observation, interview, questionnaire survey and other ways.The second part is about Chinese teachers’professional development of basic theory research. The research of Chinese teachers’ professional development is mainly spread out discussion on three levels:professional knowledge, ability and emotion. Moreover, the study uses the excellent teachers in elementary school who have been engaged in Chinese teaching for a long time in rural areas in Guangxi. What’s more, the National Training Plan’s Replacement of Full-time Project can make great contribution to enhance Chinese teachers’ capabilities in knowledge, optimize teaching staff and facilitate education development in rural areas.The third part is specifically discussed by using the cases of professional development of the Chinese teachers in rural areas who are under the background of middle schools’Chinese teaching in Guangxi. The survey of the research is divided up into four stages. The previous study of the training program mainly uses interview and questionnaire survey to collect and organize data. During the studying process of this item, the arrangement of training courses’ contents can be used as a clue to collect materials. After finishing the training, on-site observation, interview and questionnaire survey can be utilized in tracking the teachers who have attended the training. At the end, some suggestion can be proposed for the problems of professional development of the Chinese teachers in rural areas.