Narrative Research On Post-server Education Of Rural English Teachers

At the beginning of the 21 st century,China implemented the basic education curriculum reform:English courses were offered in grade three of primary school,The rapid development of education in our country requires a group of high quality primary English teachers.For a long time,teachers in rural areas has a wide gap,compared with the English teacher in the big city.In other words,rural education is a barren field of basic education.the more prominent problems of the rural primary school English teachers become the rural education "strands field" of this "barren land",therefore,Country must strengthen post-career education of rural primary school English teachers.At present,the research shows that education is the most effective way to solve the problem of English teachers in rural primary schools.Only to develop teachers in education to improve the level of rural primary school teachers' comprehensive quality and professional knowledge to promote the development of the rural basic education to promote the development of the whole basic education.The author based on the basis of existing research at home and abroad,and combining with the teachers in the education theory.Go deep into the B county rural areas,through a large number of investigation,choose three types representatives of teachers as the research object,adopts the method of narrative research.From the Angle of microscopic objective truly reflect the status quo of the current education for primary English teachers in rural areas,results,problems and confusion.On the basis of profound dialysis its reason,analyzes the cause of the current education for primary English teachers in rural areas.On this basis,the author tries to educate management departments,schools,teachers themselves,social of various suggestions and countermeasures are given from four perspectives.The main contents and chapters of this study are as follows:The first part: Introduction of topic selection,research purpose and significance,literature review,theoretical basis,definition of core concepts and research ideas.The second part: The policy and theory of education after the teaching of rural primary school teachers are divided into two parts.The first part: from 1951 to 2018 the first national normal education convention under the state council,the latest issue of the new era of full depth's opinions on reform of teachers' team construction,covers during various periods in China about teachers in education policy.The second part about the teachers in education is the famous theory,teacher development stage theory,adult learning theory,learning theory,lifelong education theory,qualitative change as the basis for this article.The third part: The use of narrative research methods,choose A B C three rural primary school English teachers,as the representative of the old,middle-aged and young,in combination with three respondents took office environment and post-career education experience and journey,in the form of story to render the current the current situation of rural primary school English teachers' professional education after.Among them,Teacher A is the representative of the rural old teachers,the junior middle school education,and the private teachers are transferred;Teacher B is the backbone of current rural teachers.Teacher C is a young post-80 s representative of the newly recruited.Through the three representatives of old and middle age,the real and delicate reflection of the achievements,the problems and the influence that education brought to them after the current rural teachers' post training.The fourth part: Through analyzing the current situation of education after teaching English teachers in rural primary schools,the reasons and influencing factors of education problems are discussed.The fifth part: Countermeasures and Suggestions.Based mainly on teachers in the various problems existing in the education,from the immediate needs of rural primary school English teacher,combines the actual conditions of education for rural primary school English teachers and the really needs of rural teachers in corresponding solution strategy.