On The Improving Of The Rural Middle School Teachers's Self-directed Learning Ability

The disparity between the urban and rural development becomes more and more small. Under the globalized and specialized background of teacher's occupation, rural teachers' quality and ability become more and more disproportionate with the demand on their professional standards from the times and society. Although the rural teacher training carried out by the government has achieved a certain effect, there still esists certain disparity with the realization of rural teacher's individual and professional growth.The reason is that the teachers' subjective status is ignored under the top-down training mode. The article argues that teachers' self-directed learning should be an important way of promoting the growth and development of rural middle school teachers. This learningmode takes the actual needs of teachers as a driver, sets the learning goal by the teachers themselves, monitors the process of learning and evaluates the effect of reflective learning. It pays more attention to its dominant position in the learning process which is of great significance to enhance the quality of rural teachers. What is the present situation of rural middle school teachers' s self-directed learning ability,whether exists differences due to different background,How to premote teachers' s self-directed learning ability and make the teacher study and develop better,All the problems are worthy of deep investigation.The following investigation takes empirical methods to research the present situation of the self-direct ed learning ability of rural middle school teachers from the following six aspects:the sense of learning, plan and implementation, information seeking, the appplication of learning strategy, interpersonal communicati on,evaluation and reflection. It is found that the self-directed learning ability of the rural middle school teac hers is at the middle level. The score on the sense of learning and the skills of interpersonal communication is relatively higher.And the score on the ability of evaluatation to reflection is relatively lower. Therefore, there is still much room for the improvement. Further by using T test, ANOVA and other methods, it is disc overed that there exists significant difference of self-directed learning ability among teachers with different qualifications, tenure, professional title, course. However,there is no remarkable difference between rural m iddle school teachers with different sex. By the attribution analysis on the current situation, it is found the following factors may have impacts on on teachers' self-directed learning, such as self-awareness,self-efficacy,individual personality trait,trainers' teaching philosophy, role orientation;external environment and the constuction of resources, etc.Finally, we put forward specific upgraded paths to self-directed learning of the rural middle school teachers from three aspects including teachers themselves, adult trainers, the external environment. From the angle of teachers themselves, create self-directed personality, improve their self-learning ability; Strengthen the use of active learning strategies Consciousness, improve learning efficiency;enhance communication and exchange with others, promote their communicative and cooperative skills. In terms of adult trainers, the trainers should change the traditional concept, reposition their role, and focus on training their self-directed during the process of teaching activities.As far as the external environment is concerned, the government should strengthen the support on the rural middle school teachers' learning.School should supply a good learning platform and resources for the rural teachers. Social institutions should create external platforms and network environments for self-directed learning.