Research On The Strategy Of Improving The Scientific Research Ability Of Rural Primary And Secondary School Teachers Under The JD-R Model

Teachers in the new era should be scientific research teachers with innovative spirit and innovative ability.They should have a solid theoretical foundation for scientific research,active scientific research awareness and strong scientific research capabilities.The 13 th Five-Year Plan for Education also points out: "Exploration and promotion of new teaching and research models for teachers","Sound and strengthen the development and training of schools at all levels and schools,and strengthen the construction of teaching and research teams." In order to understand the knowledge of scientific research in the vast rural teachers who are poor in teaching environment,backward teaching facilities and lack of teachers,the scientific research level and scientific research dilemma,the sample of rural primary and middle school teachers in W County,Henan Province Conduct an overall survey and research.This paper combs,analyzes and summarizes the relevant literatures on teachers’ research in rural areas at home and abroad,and understands the current research situation and research limitations of rural teachers.According to the theory of teachers’ professional development stage and JD-R model theory based on the theoretical basis,extensive and meticulous investigation and research on the scientific research ability of rural faculty and staff in W County.The research methods used in this paper are literature research method,questionnaire survey method and interview method.The survey targets 172 rural primary and middle schools in W County.20 rural primary schools,10 rural junior high schools and 1 high school are selected through stratified sampling.A total of 825 copies,800 questionnaires were recovered,and the questionnaire recovery rate was 96.97%,which was in full compliance with the conclusions of the study.The interviewees were principals,directors,class teachers and general teachers,and the number was 12.Through surveys and data analysis,we touched on the true demands of rural teachers in W County for teaching and research.The questionnaire survey is mainly divided into three levels: the basic situation of rural teachers,the status quo of teaching and research in rural schools,and the recognition of teaching and research by rural teachers.Descriptive analysis,multiple response analysis and independent sample t-test were performed on the questionnaire using statistical software SPSS 21.0 and Excel 2016 after data recovery.After data analysis,there are five main problems in the teaching and research of rural teachers in W County: 1.The teaching environment is arduous,the teaching tasks are heavy,and the formal tasks are too many;2.The scientific research policy is unclear,the research funding is lacking,and the teachers The treatment is not high;3.The principal despise scientific research,the management system is not perfect,and the teacher’s cognition is not deep;4.The professional title system restricts the development of teachers,and the existing training is not practical;5.The lack of scientific research data,the scientific research results are not promoted.The factors influencing the scientific research ability of rural teachers in the county are: job demand factor,work resource factor(resource)and psychological capital factor.Attempts have been made to construct an evaluation standard that is consistent with the teaching and research capabilities of rural teachers in the county.Finally,combined with the actual situation in rural areas,it puts forward feasible measures to improve teachers’ teaching and research level: 1.Coordinating and coordinating work requirements;2.Rationally allocating and enriching working resources;3.Steadily enhancing and enhancing psychological capital.