Research On The Training Policy Of Primary And Secondary School Teachers In China Since Rerorm And Opening

In December 1977,the Ministry of Education promulgated the "Opinions on Strengthening the Training of In-service Teachers in Primary and Secondary Schools",which is the earliest policy document on the concept of "teacher training" in China.In the 40 years since 1977,China's political,economic,and cultural environments have undergone tremendous changes,and the field of education is no exception.These factors have brought Great impact to the formulation of primary and secondary school teacher training policies.Through the vertical combing of the evolution of China's primary and secondary school teacher training policies since the reform and opening up,it has been divided into three periods: one is “recovering the adjustment period: the late 1970 s to the early1990s”,and the second is the “standard development period: 90”.From the middle to late 21 st century to the beginning of the 21 st century,the third is "the period of scientific perfection: since the beginning of the 21 st century." The study found that the“recovery development period” presents three characteristics: “the training content focuses on the foundation,the training system begins to take shape and proposes stratified classification training”;the “standard development period” presents“increasing modern education technology training and perfecting the teacher education system”.The three characteristics of building and highlighting the backbone teacher training;the "scientific perfect period" presents three characteristics of "emphasizing professional skills in practical ability,standardizing teacher training system and strengthening training in rural areas".Through the horizontal comparisonof the training policies of primary and secondary school teachers in three periods,it is found that there are differences in the seven aspects of “training objectives,training principles,training content,training methods,training systems,training evaluation and training funds”.For example,the training objectives have changed from“educational compensation” to “professional development”,the training principle has changed from “the right medicine” to “balanced development”,the training content has changed from “checking and filling the gap” to “comprehensive development”,and the training method has been “single rigid”.It has become “flexible and diverse”,and the training system has changed from “independent closure” to “diversity openness”.The training evaluation has changed from “focus on results” to “process outcomes are equal” and training funds have changed from “shame in the bag” to“special funds”.And summed up the common ground of "the text structure is similar,the formulation of the ideas are the same and the constraints are the same."It can be seen that the formulation of the training policy for primary and secondary school teachers in China should “connect with social environmental factors,improve the implementability of policies;follow the rules of teacher professional growth,promote professional development;encourage teachers to participate in decision-making,enhance democratic decision-making;highlight rural teachers Training to promote the balanced development of the teaching staff;establish a multi-party evaluation mechanism,improve the evaluation system of policies and closely link the various components to give full play to the maximum benefits of the policy."...