Research On The Pragmaticality Of Remote Training Of Rural Primary And Secondary School Teachers In China

'Education is a fundamental task for the coming generation,while the cause of education is based on teachers.' Either the country's prosperity,rejuvenation or education development needs to build a well-structured teacher staff with noble morality,Exquisite business and full of vigor.According to the national bureau of statistic in 2015,the population of rural and urban respectively occupies one half.However,the amount of rural teachers is about 3.3 million,which accounts 25.4%of the total number of the full-time teachers in primary and secondary schools across our country.With the development of economy and social transformation,promoting the professional qualities of rural teachers will be the most important thing to the development of rural education in China.Since the 12th Five-Year Plan,China has adopted many administrative measures to improve the professional level of rural teachers,among which,the remote training to rural teachers at the national level is exactly a demonstration case.Since2010 when Ministry of Education of the People's Republic of China took the opportunity of'National Training Plan',professional and extensive remote training to rural teachers has begun.According to the data of the person who is in charge of Teacher Bureau,there are about 7 million teachers joined NTP,and the rural teachers accounts 96.5%of the totality.That is to say,the serves of NTP has nearly covered the compulsory schools and kindergartens in the central and western rural regions.Remarkable effect has been achieved on the remote training to rural teachers with the government's constantly increasing policy strength and investment.However,there still exist some chronic diseases in it.Among which,the pragmaticality of the training has caught public attention of organizers,implementers and trainees.On the occasion that remote training has become the important measure to improve the professional development of rural teachers,how to promote its pragmaticality has become the urgent problem which many professors,scholars and the administrative department of education has to face and work out.This paper will expand research and discussion focusing on the lack of pragmaticality.I have been working many years from 2011,designing and implementing national and provincial level projects of remote training of rural teachers.Some of the functions of my research were collected from fruits generated from my working process,such as investigation report,project summarization,project evaluation report and so on,which can provide evidence for my research.In chapter 3 and chapter 4,the core chapters of this research,i first summed up the concentrated expression of the lack of pragmaticality of the remote training to rural teachers;and then analysis the reasons systematically and professionally;lastly,tried to find the strategies to work out those problems logically and provide corresponding suggestions for more improvements.