Reconstructing The Professional Development Support System For Primary School Teachers In Rural Boarding System

Rural boarding primary schools are shortcomings in rural basic education and urgently need to be further strengthened.The key to improving the quality of rural basic education is to improve the professional development level of rural teachers.The research on the professional development of rural boarding primary school teachers is an area that can not be ignored in the research of teacher professional development and basic education.The purpose of this study is to explore the current situation of the professional development of rural boarding primary school teachers,to analyze the influencing factors of the professional development of rural boarding primary school teachers,to explore the construction of a professional development support system model for rural boarding primary school teachers,and to develop professional development based on rural boarding primary school teachers.The situation proposes a corresponding countermeasure.This paper uses the literature review method to analyze the connotation and uniqueness of the professional development of rural boarding primary school teachers,and builds a professional development quality model for rural boarding primary school teachers.It uses the questionnaire survey method,based on the ecosystem theory,and adopts expert evaluation methods.The questionnaire on the factors affecting the professional development of rural boarding primary school teachers was also tested.At the same time,the structure and reliability of the questionnaires were tested.It showed that the questionnaires on the factors affecting the professional development of rural boarding primary schools had good reliability and validity.This paper investigates the professional development support of 297 rural boarding primary school teachers in S County,and explores the influence of different demographic variables on the professional development of rural boarding primary school teachers.Descriptive statistics and exploratory nature of the survey results.Analysis,found that professional titles,teaching age and other factors have a significant impact on the professional development of rural boarding primary school teachers;using interviews,through the design of a good interview outline,the S county education department staff and rural boarding primary school leaders and three in different professional development At the stage,rural boarding primary school teachers conducted interviews to understand the problems existing in the professional development of rural boarding primary school teachers.The main problems in the professional development of rural boarding primary school teachers were the stress of teachers,the lack of professional depth,the lack of training mode,the lack of reflection of teachers,the lack of family support,the lack of family support,the weak construction of schools,and the lack of funds,teachers’ income and expenditure are uneven;policies need to be improved,urban and rural differences are huge,etc.The study combed the research on the professional development of rural boarding primary school teachers;compiled a questionnaire on the factors affecting the professional development of rural boarding primary school teachers,and found some factors such as teaching age,professional title,school culture and teacher reflection have a professional development for rural boarding primary school teachers.Impact;explored and built a professional development support system as support objects and the professional development training content and training mode of rural boarding primary school teachers;The three supporting bodies of social environment,school environment and self-environment put forward seven strategies to support the professional development of rural boarding primary school teachers:(1)increase various funds,set up special funds for teachers;(2)create a social respect for teachers,improve teachers’ professional identity;(3)Relevant laws and regulations,formulate policy incentives;(4)release teachers’ multiple pressures,pay attention to teachers’ humanistic care;(5)pay attention to teachers’ life meaning,create a harmonious campus culture;(6)cultivate reflective innovation consciousness,broaden teachers’ "value field";(7)demonstrate professional quality and develop vigorously "1+N" ability.