Z Province And S Province During The 12^th Five-year Plan Period A Comparative Study On The Training Policies Of Primary And Secondary School Teachers

Teachers are the foundation of the development of education,and also the key to running a good education and improving the quality of education.Good teachers can create good education.And teacher training is an important link to improve the professional level of teachers.In recent years,our government has greatly paid more attention to the training of teachers,and has issued a series of teacher training policies from the central government to the local authorities,which has provided system guarantee for the smooth development of teacher training.Our country has vast areas and different regional conditions,so teacher training policies also have different purposes.Therefore,how to complement on each other and promote the teacher training policy is a worthy research topic.The literature on the comparison of regional teacher training policy in China is relatively rare.Z is a big province of economy and education in eastern China.S is a representative province in Western China.Therefore the paper here choose the texts of the primary and secondary school teacher training policy of these two provinces during the "12th Five-Year" as the research object,compare and analyse from the training objectives,training contents,training implementation and training evaluation and training security,to find the general rules and advantages,provide a reference for the formulation of China's teacher training policy and implementation.First of all,we collect two provincial teacher training policy by the literature method,and sums up the preliminary documents,and then use the methods of Beredi's description,interpretation,parallel,comparison to compare the training policies of teachers in elementary and secondary schools of the two provinces from five aspects,such as objectives,contents,implementation and so on.The results showed that the two provinces have specified the number of the teachers attend the training,divided the objects of training meticulously and cleared the training base construction.They also have formed the diversification of training contents,classified the teachers and trained the teachers by the hierarchical classification method.Besides,they have set the rules on the project management of training and the funds.Not only that,they have made sure about the guarantee of the training and the essential results of the training.However,there are really some differences between the two provinces.Z Province focuses on the training of the backbone teachers.S Province pays more attention on the teachers in remote areas,ethnic minority areas and rural areas.Z Province lays emphasis on independent choice to enhance the training of teachers.S Province lays stress on on the basis of full training.Z manages the funds by linkage.S province uses the unified management of funds.Z focuses on the mutual assessment.And S prefers the unified evaluation.After that,the paper analyses the differences between the teacher training policy of the two provinces from the perspective of the number of ethnic minorities,the degree of economic development of provinces,the attention of teachers' training,and the level of science and technology development of the two provinces.Finally,propounds four suggestions to improve the teacher training policy.First,the development of training content should be comprehensive and detailed.Second,give the teachers of training the right to choose what they need.Third,the evaluation subjects should be diversified.Fourth,pay attention to the training of teachers in private schools,etc.Due to the limited research ability and knowledge level,the comparative study of primary and secondary school teacher training policies in the two provinces needs to be further studied.In the future research,we need to work harder and improve our research capacity.