Research On The Present Situation And Countermeasures Of The Nine Year Old Teachers In Rural Schools

With the process of urbanization,and now a large number of people into the city,the rural education has brought the dual pressures of the loss of students and teachers,rural education is now the most urgent two events.Now I think that to solve the rural school difficulties,realize the balanced development of education,the most important is not the rural schools to build high buildings,configure good education facilities such as the hardware conditions,but for the excellent teachers in rural schools into the soul of the configuration.If there is not a sufficient quantity,reasonable structure of high-quality teachers,there will be no advanced education concepts and teaching quality,and then good education facilities is also not suited to the requirements of modern education.Therefore,it is one of the main ways to improve the plight of the development of rural schools to build a good team of teachers who can bring in and stay in rural schools.In this paper,the main research methods to collect research materials,find out and find out the plight of the nine year old Dunhua city rural school teachers,and strive to put forward targeted recommendations for reference.This thesis mainly analyzes the teachers consistent system of rural schools in Dunhua City,nine years of material living condition and mental state of survival,professional development and other aspects of the situation,found in the city economic benefits obvious differences between urban and rural teachers,rural schools work environment and teaching conditions,occupation identity of teachers in rural areas do not have a strong sense of occupation burnout,and obvious faced with more pressure,the flow of teachers is not reasonable,unreasonable structure of rural teachers,school management and humanization of serious,not high degree of specialization,training and other obvious problems continue education.Then puts forward six suggestions:the implementation of preferential policies of optimizing teacher resources allocation;improve school conditions in rural schools,improve the economic status and social status;strengthen self-cultivation,cultivate noble professional sentiment rooted in rural education;enhance rural teachers'professional beliefs;enhance the effectiveness of the training,pay attention to educational research,promote teachers professional development;harmonious school management,enhance the collective sense of belonging.