Research On The Present Situation And Countermeasures Of Teacher's Professional Development In "After 80" School Of Nine-Year System In Rural China

At present,the status quo of education reform in our country has put forward higher and newer requirements for the professional development of teachers.The status of teachers has also been improved to a certain extent,and teachers have obtained real independent development.Although the concept of teachers'professional development has been accepted by people,the teacher's professional development has not been better developed because of the dual influence of subjective and objective factors,especially the professional development of teachers in rural schools after the "80s" is relatively serious.The "post-80s" body has distinctive characteristics of the times.After the expansion of colleges and universities,it is difficult for "post-80s" college students to find employment.The "Special Gang Plan" has enabled a large number of "post-80s" university graduates to join rural education and become the main teaching staff of rural schools,force.The conditions for running rural schools are relatively poor,the quality of students is relatively low,the difficulty of teaching and the difficulty of student management are relatively large,and the characteristics of the "post-80s" teachers make them subject to public opinion pressure from all walks of life.Therefore,Strengthening the professional development of teachers in rural schools after 80 and improving the teaching level and quality of teachers after 80 is one of the primary tasks facing rural schools.This study is aimed at all the "post-80s" teachers in the three nine-year rural schools in Hunjiang District,Baishan City,and uses methods such as literature method,questionnaire survey method,interview method,and statistical analysis.This paper investigates the professional concept,ethics,professional knowledge and professional ability of the teachers in the "post-80s" of these three schools,and analyzes the influencing factors that affect the professional development of the "post-80s" teachers from the perspective of school management,and puts forward feasible strategies.This study has certain value for improving the present situation of teachers'professional development in the "post-80s" school.This paper makes use of the self-compiled survey on the stcitus of teachers p rofessional development and influencing factors in the "post-80s" school in rural areas,and draws the following conclusions:First,the average professional development status of "post-80s" teachers in rural nine-year consistent schools in Hunjiang District of Baishan City is 3.73 points,which is better overall.The average professional concept and ethics is 3.78 points,the average professional knowledge is 3.88 points,and the average professional ability is 3.57 points.The three levels need to be improved.Second,there is not enough self-reflection of teachers in the "post-80s"school in rural areas for nine years,insufficient teaching experience,and lack of communication and cooperation capabilities.School leaders do not pay enough attention to the professional development of "post-80s" teachersThird,the level of education knowledge of teachers in the "post-80s" school in rural areas is general.The school lacks an effective incentive mechanism for professional development of teachers after the "80s",and the level of scientific research ability of teachers after the "80s" is low.Fourthly,the nine-year consistent school in rural areas lacks a diversified training system for "post-80s" teachers."80 education and teaching attitudes are not correct enough,and educational behavior is not standard enough.In view of the above conclusions,the following corresponding suggestions are put forward:First,we will establish a post-80s working group for teachers,carry out team expansion activities,formulate a training cycle for teachers,and implement a "double mentoring system." Secondly,we should increase the attention of leaders,strengthen rewards and incentives for teachers,and diversify the content of teachers 'evaluation.Third,to design the teacher career planning book for the "post-80s" teachers and guide the professional development direction of the "post-80s" teachers.Fourth,let the "post-80s"teachers grow up in reflection and learn to talk to themselves.