The Study On Problems And Countermeasures Of Rural Junior High School Teacher's Post-employment Education In Guangxi Province

This study takes three rural junior high schools and their teachers in Wuming,Nanning city,Guangxi province as samples,and acquires detailed knowledge about the status quo and achievement of the development of the rural junior high school teacher's post–employment education in Guangxi province with the method of field investigation.Meanwhile,this study investigates deeply and finds the existing problems of the rural junior high school teacher's post–employment education in Guangxi province.By analyzing the data and information from this investigation,the reasons which may lead to those problems have been found.Finally,combines the realistic demands of the rural junior high school teacher's post–employment education in Guangxi province,which have been found in the investigation,thoughts that are beneficial to the mechanism's perfection and suggestions for reference that promote the effectiveness have been presented.Through the field investigation,the study has found that the major problems of the rural junior high school teacher's post–employment education in Guangxi province are: 1.the imperfection of post–employment education mechanism;2.the content of post–employment education is not systematic and is with less pertinence;3.the school-based training pattern is not mature yet,and the web-based education pattern has to be improved;4.the assessment step of post–employment education is too formalized;5.The efficiency of post–employment education achievements is too low.Through attribution analysis,the study has found that the main reasons that may lead to the above problems are: 1.in this aspects,such as investigate and survey,management and so on,the administrative departments and implementing agencies are still insufficient;2.the rural junior high schools are lack of human resources,and its teaching staff are unreasonable in the aspects of age,subject and so on;3.different factors,such as the differences between the “learning condition” of city and country lead to the teachers themselves are short of power;4.the modern educational equipment and its technical support of rural junior high schools cannot keeping up with the development of the content and pattern of the post–employment education.According to the above problems and reasons,combine the realistic demands of the teachers of the sample schools about the post-employment education in the field investigation,this study suggests that the rural junior high school teacher's post-employment education in Guangxi province should takes the lifelong education theory and the teacher training theory as its theoretical basis,and uses the theory of adult education(Malcolm·S·Knowles)and the teacher career cycle theory(R·Fessler)to further improve itself.In the aspect of mechanism,the administrative departments of post-employment education should normalize the investigate and survey work and put it into practice;each department should work together and stay coordinated;the selection and administration of teaching staff should be more strict;the rural junior high schools themselves should set up thorough system of its teacher's professional development(the post-employment education stage);the government should work with colleges or universities to further strengthen the work of manage the modern educational equipment and ensure the technical support of rural junior high schools.In the aspect of content,the administrative departments should research and establish the post-employment education content system,which is more suitable for the current situation of rural junior high school teacher's professional development.In the aspect of pattern,rural junior high schools should learn more deeply about school-based training;the administrative departments should enhance the web-based education pattern's pertinence toward rural junior high school teachers.In the aspect of assessment,we should enhance the practice of mutual assessment in teacher's post-employment education and the feedback and trace work of the assessment.In the aspect of achievement,we should strengthen the learning of transferring achievement during the education process,and set up mechanism that can stimulate teachers to finish the achievement transfer.