An Empirical Study On Teaching Competency Of Rural Teachers

In recent years,Chinese academic circles have paid more and more attention to the research of teachers' competence,but they pay less attention to the teaching competence of rural teachers.In order to improve the overall quality of education in China,the development of rural education is very important.The level of teaching competence of rural teachers is a key factor affecting the quality of rural education.Therefore,the research on the teaching competence of rural teachers has both theoretical value and practical significance.The survey targets 14579 rural teachers in 11 districts and cities in Jiangxi Province and 80 counties(districts).By analyzing the survey data,the following conclusions are drawn:(1)The teaching competence of rural teachers is generally at a medium level.The average score of teachers' teaching competence in Jiangxi rural schools is 4.47 points,and the scores of each level index are ranked as follows: occupational character,teaching ability,personal traits and knowledge literacy.From the secondary indicators,there are7 more than 4.47 points,2 of which are more than 5 points,which are teaching exploration and professional attitude,and 4 are below 4.47,which are education knowledge,general knowledge,career pursuit and self.characteristic.From the perspective of the three-level indicators,self-regulation,physical condition,teaching autonomy and mental state are weak,and there is also a need to strengthen the interaction between teachers and students,career planning,educational theory and equality.(2)There are differences in the level of teaching competence of rural teachers with different factors.From the perspective of the region,according to the scores of the average scores of the teaching competency,the rankings are Pingxiang City,Jingdezhen City,Zhangzhou City,Shangrao City,Yichun City,Ji'an City,Fuzhou City,Yingtan City,Nanchang City,Xinyu City and Jiujiang City..From the perspective ofage,the average score of rural teachers' teaching competency in the age of 40-50 years is the highest.Before the age of 50,the level of teaching competence of rural teachers increased with age,but stabilized after the age of 50.From the perspective of teaching age,the rural teachers in the 30-41 years of teaching have the highest level of teaching competence.However,after 30 years of teaching,the rural teachers' teaching ability and personal traits have changed little.From the perspective of professional titles,the higher the professional title of the rural teachers,the higher the level of teaching competence.From the perspective of teaching courses,rural mathematics teachers have the highest scoring ability in teaching,followed by rural English teachers and rural Chinese teachers.From the perspective of weekly class hours,the rural teachers who have 10 or less class hours have the strongest teaching ability,and the rural teachers' teaching competency level decreases with the increase of the weekly class hours.From the situation of the class teacher,the level of competency of the rural teachers who are not the head teacher is higher than that of the rural teachers who are the class teacher.From the recognition of the situation,the higher the level of recognition of rural teachers,the higher the level of teaching competence.(3)A variety of factors affect the teaching competence of rural teachers.Teaching and research organizations and the development of teaching and research activities,teacher training,literature reading,teaching observation,teaching research and teaching pressure have a greater impact on the level of rural teachers' teaching competence.Based on the current situation and existing deficiencies of teachers' teaching competence in rural schools in Jiangxi Province,the following suggestions are summarized: improving the living conditions of rural teachers and enhancing their sense of professional identity;actively carrying out teaching and research activities,updating the concept of education and teaching;enhancing the effectiveness of teacher training for teaching Provide professional guidance;promote extensive reading,enrich the general knowledge of rural teachers;create a goodworking environment,and alleviate the psychological pressure of rural teachers.