The Current Situations,Problems And Countermeasures Research Of Rural Primary School Teachers' Professional Development

Teachers from rural primary schools play a key role in rural basic education.Promoting the professional development of rural teachers and strengthening the construction of teaching staff have been the focus of education reform for a long time.In recent years,our government has also introduced many policies on the professional development of rural teachers.However,due to various reasons,there is still a big gap between the professional development level of rural teachers and that of urban teachers in China.Therefore,it is necessary to study the current situations and existing problems of the professional development in rural primary school teachers.This study conducted a questionnaire survey on 185 teachers from eight rural primary schools in Heshan District,Yiyang City,Hunan Province using investigation and statistics method.The investigation was conducted from six dimensions,which is professional qualities,needs,opportunities,conditions,approaches,and difficulties of professional development.The differences of teachers' professional development among different groups were also analyzed.Firstly,the survey results show that the professional quality of rural primary school teachers is at the middle level.Teachers' overall professional development needs are higher,while they have few opportunities for development and conditions provided by the outside world.There are still many difficulties,such as heavy tasks,low salary level,ineffective improvement of academic qualifications,backward teaching concepts and teaching methods for the teachers.Teachers have their own individual conditions,so they have different professional development levels.Secondly,the reasons for the present situations are analyzed from the external and internal factors respectively.It shows that the gap caused by the urban-rural dual structure,insufficient investment in rural education funds,lack of teacher resources,incomplete continuous education system,lack of positive teacher culture,unreasonable teacher evaluation system,weak awareness of teacher development and low self-learning ability are the main reasons.Finally,the corresponding counter-measures and suggestions are put forward from three levels: First,governments should eliminate the gap caused by the urban-rural dual structure,increase investment in rural education,improve the quality of teacher training,expand the supplementary channels to attract more young and outstanding teachers to work in rural areas.Schools should reduce the pressure of teachers,and improve the evaluation mechanism and growth incentive mechanism to create a good atmosphere for professional development.Only in this way,outstanding teachers can take root in rural areas and be willing to contribute to rural education.Individuals should strengthen their sense of self-development,cultivate lifelong learning concepts,improve their professional development level and develop their practice-reflection ability.Through this study,the author hopes to seek specific methods to promote the professional development of teachers,and to promote the rapid development of education in this area.In that way,every child in the countryside can receive good education,and then they can realize their own ideals and values and further enhance the sense of professional honor of teachers,which will let rural education enter a virtuous development cycle.