Investigation And Research On The Status Quo Of Rural Teachers' Professional Competence

In the northeast of China,the situation of rural education in G County of Q city fall behind,and the development of teachers’ professional ability is limited.According to the regulations of professional competence in "middle school teachers’ professional standards(Trial)",making a research of Q city G county 187 teachers in the 5 schools from the six dimensions of the teaching design,teaching progress,class management and education activities,educational evaluation,communication,cooperation,and reflection.The results show that professional ability of rural teachers in G County of Q is between "mostly matched" and "matched”.In the six dimensions,the scores of class management and education activities were the highest,while the scores of teaching implementation,reflection were low.Five teachers from the five schools were interviewed,the status is analyzed from different perspectives,and explores the cause of the rural teachers’ professional ability problem,that is the lack of effective guidance,rural schools are failing to provide a broad platform for the development of the rural teachers’ professional ability,and the consciousness is weak.Finally,according to the actual situation of G County in Q city puts forward some reasonable suggestions to improve the professional ability of rural teachers.At the national level,we should scientifically construct the standards of rural teachers’ professional ability,improve the rural teachers’ training system,get a model of funds to cultivate the professional ability of rural teachers.At the school level to provide strong support for teachers to provide a good atmosphere,improve the incentive system,establish a strict assessment system.In the aspect of the teachers themselves,the construction of the rural teachers’ self identity,the enhancement of the teaching and learning skills,and the cultivation of local feelings.