Research On The Status Quo Of The Disciplinary Structural Unbalance Of Rural Primary School Teachers

Teachers,as the important educational resources,are known as the foundation of education and teaching.Their status in education is even more important.Teachers need to implement the quality-oriented education,promote the balanced development of education and improve the quality of education.However,looking at the status quo of the composition of rural teachers in China,the problem of the disciplinary structural imbalance in rural primary school teachers has become a huge obstacle to education reform.Focusing on solving the disciplinary structural imbalance of rural primary school teachers is of great significance for promoting the balanced development of compulsory education,the comprehensive development of primary school students and the professional development of rural teachers.Therefore,this thesis takes C County Longnan City of Gansu Province as an example,and the special survey was conducted on the number of primary school pupils,the total number of teachers,and the number of subject teachers distributed by questionnaires.Through interviewing,we learned about the views and opinions of principals,teachers and other educators on the disciplinary structural imbalance of rural primary school teachers.Finally,this thesis discusses the status quo of the disciplinary structural imbalance of the rural primary school teachers in C County through the integrated analysis of the survey data.Through the research,this thesis finds that the disciplinary structural imbalance of the rural primary school teachers in C County is very serious under the influence of the new curriculum reform in the early 21 st century.It is mainly manifested in the disparity in the number of teachers in different disciplines,the prominent phenomenon of teachers’ interdisciplinary teaching and so on.In order to highlight the impact of the disciplinary structural imbalance of rural primary school teachers,this thesis has conducted in-depth discussions from three different perspectives: schools,teachers and students.And this thesis analyzes the causes of this phenomenon based on teacher structure optimization theory and two-factor theory.Then it found that many factors are the reasons for the disciplinary structural imbalance of rural primary school teachers,such as the rural living conditions are inconvenient,the rural skill teachers are in a low position,the teacher recruitment policy is full of loopholes,the teacher training system is in the form,the teacher mobility policy is not satisfactory,the teacher preparation system is inconsistent with the routine,and the general teacher’s curriculum is lacking of science and teaching practice is lacking of normativeness,etc.In order to solve the problem of the disciplinary structural imbalance of rural primary school teachers,this thesis puts a series of measures,such as solving the anxieties of rural primary school teachers’ life,reshaping the status of skill teachers in rural primary schools,innovating the rural teacher appointment system,adapting the teacher training system,improving the teacher mobility policy,changing the teachers establishment system,reflecting the scientific nature of the curriculum of the teacher class,standardizing the teaching practice activities of normal students,etc.This thesis hopes to accelerate the pace of education reform and promote the balanced development of compulsory education.