Research On The Present Situation And Optimizing Strategies Of Teachers' Teaching Efficiency In Urban And Rural Junior Middle Schools

Modern society advocates education equity,but the development of rural education is insufficient,and the overall situation lags behind urban education.As the basic element of education,teachers restrict the development of school education,and the level of teachers' ability directly affects the overall development of students.Teaching efficacy is one of the important factors to measure teachers' working ability and improve teachers' working efficiency.However,the sense of teaching efficacy has not attracted the attention of teachers.This thesis will carry out research on urban and rural junior high school teachers,analyze the current situation of urban and rural junior high school teachers' teaching efficacy,and find effective countermeasures to help teachers improve their teaching efficacy.In this study,a questionnaire on teachers' teaching efficacy was compiled,which includes two dimensions:general teaching efficacy and personal teaching efficacy.A questionnaire survey was conducted on 240 teachers from 5 junior high schools in Zhangjiakou City,Hebei Province.The questionnaire data was compiled and analyzed using SPSS.20.At the same time,in the form of interviews,face-to-face eommunication with some urban and rural junior high school teachers.Through questionnaires and interviews,we have a preliminary understanding of the status quo of urban and rural junior high school teachers' teaching efficacy,and analyze the reasons according to the status quo,and then put forward strategies to optimize teachers' teaching efficacy.To analyze the current situation of teachers' teaching efficacy in urban and rural junior high school teachers areas,we found that,first of all,in general,the difference in teaching efficacy between urban and rural junior high school teachers is significant,and the difference in personal teaching efficacy is very significant.Second,the rural junior high school teachers have lower teaching efficacy than urban junior high school teachers.In terms of sub-dimensions,classroom management,teaching strategies,and teacher beliefs have extremely significant differences,but there is no significant difference in teacher abilities.There are extremely significant differences in the three sub-dimensions of interpersonal relationship,school management and national security,and the teaching age has a greater impact on teachers' teaching efficacy.Based on the analysis of the problem,the following reasons are obtained:the lack of self-study motivation of urban and rural junior high school teachers,the lack of rural junior high school teachers,the intensity of teachers'work,the imperfect school system,the lack of convenient facilities for teachers,the lack of teacher training opportunities,and the lack of high quality of junior high school teachers.Talents,national security policies are unreasonable,resource allocation is unreasonable.These factors all restrict the overall development of education.We believe that optimizing teachers'teaching efficacy can pay more attention to the development of rural junior high school teachers,help teachers establish the concept of lifelong learning,organize various forms of teacher training activities,establish and improve the teacher democratic management system,guarantee the legitimate rights and interests of teachers,and implement more favorable rural education.A tilt policy for development.