Research On Strategies For Promoting Teaching Skills Of Primary School Special Post Teachers

In 2006,China began to implement the “Career Compulsory Education School Teacher Special Post Plan” to openly recruit college graduates to teach in the rural “compulsory schools” in the western “compulsory base”.The purpose is to solve the problem of insufficient teachers and unreasonable structure of teachers in rural areas,promote the balanced development of urban and rural education,and guide and encourage college graduates to engage in rural education.The implementation of the special post program has provided excellent teachers for the rural areas,injected fresh blood into rural education,and made great contributions to the development of rural education.However,the special teachers who face the difficult conditions of life and work,heavy curriculum tasks,low wages,and difficulties in marriage have directly affected the improvement of the teaching skills of the special post teachers,thus affecting the quality of rural basic education.This paper adopts literature research method,questionnaire survey method,interview method etc,and selects the special teachers of L County primary school teachers.In this study,15 primary schools in 5 representative towns were selected to investigate the improvement of teaching skills of special post teachers in primary schools.Combined with the theory of teacher professional development stage,the teaching skills of special post teachers can be divided into three stages: the initial post period(teaching age 1-2 years),the sedimentation period(teaching age 3-4 years),and differentiation period(more than 5 years).The survey found that the key factors of the promotion of the teaching skills of the special post teachers in the initial period include pre-job training,integration into the environment,humanized management,and working and living conditions.The survey found that the key factors to improve the teaching skills of special post teachers in the initial working period include pre-service training,integration into the environment,humanistic management,working and living conditions,etc.The key factors in precipitation period include evaluation mechanism,teaching and research activities,teaching resources and growth planning.The key factors in the differentiation period are flow mechanism,marriage and love issues,skill activities and policy implementation.The survey also found that the government has insufficient support in terms of policy implementation,training,assessment,and rising channels;the school's management appointments,assistance,incentives,and application of teaching resources are not smooth;special post teachers themselves also have some problems such as unclear identity orientation,growth planning,working mentality and learning awareness.According to the research,it is necessary to guide and care for the special post teachers at the initial post period through innovative training,participation in school management,improvement of working and living conditions,positive change of mentality,and adaptation to the environment.Teachers in the sedimentation period need to be encouraged and recognized by improving assessment,implementing policies,guiding the use of resources and establishing growth plans.Teachers in the differentiation period need to be supplemented by expanding channels of expansion,striving for resources,building social platforms,and organizing skill competitions.This paper is expected to provide some referential suggestions for special post teachers to improve their teaching skills.