Research On Current Situation And Countermeasures Of Rural Master Teacher Cultivation In Guangxi On The Perspective Of Stakeholders

In April 2004,the Ministry of Education issued the "Notice of the Ministry of Education on Doing a Good Job in Training Masters for Rural High Schools" to implement the "Masters of Rural High School Education Training Program",hoping to train a large number of high-level and high-quality backbone teachers for rural schools.Strengthen the construction of rural teachers.In 2010,in order to meet the needs of rural school education development better,combined with the �Special Post Plan�,the scale of enrollment was further expanded.Since then,31 provinces(districts)have launched the �Masters of Rural School Education Teacher Training Program�.This study adopts three methods: literature method,investigation method and interview method.It aims to analyze the professional education of rural education in two levels.It is concluded that the problems and confusions in the process of training masters in rural education in Guangxi are proposed.Provide a reference for the training of rural education masters in Guangxi and later researchers.This study consists of four parts.The first part: the basis for the research on the cultivation of masters in rural education in Guangxi.Using the literature method to clarify the three core concepts of Master of Education,Master of Rural Education and Talent Cultivation.Comprehensively collected research literature and related documents of the Master Plan(2004,2006 and 2010),expounding the development trend of the master's degree training in rural education,the research status of domestic rural education master's training and the theory of stakeholders in the higher level The application in the field of education has been summarized and reflected.In addition,based on the perspective of stakeholders,this study considers that the stakeholder body is that any individual or group(institution)that can influence the implementation of the Guangxi �Master Plan� policy or is affected by the implementation of the �Master Plan� policy in Guangxi is the master of rural education in Guangxi.It is believed that there are six main subjects in the training of Guangxi rural education masters.They are the education administrative department(the Ministry of Education and its related departments,the provincial education administrative department,the municipal and county-level education administrative departments),and the three recommended schools(A Schools,B,C,two schools(B and C),rural schools,postgraduates of �Master Plan� and public opinions.It analyzes the interests and costs of the six major stakeholders and clarifies the responsibilities and expected benefits of the six major subjects in the process of cultivating the masters of rural education in Guangxi.The second part: the analysis of the status quo of the master's training of rural education in Guangxi universities.This part adopts the survey method,collects the data of the past years of the master's education in Guangxi rural education,and uses the interview method to comprehensively understand Guangxi from six aspects: training mode,actual enrollment,tutor equipment,curriculum,teaching methods and quality evaluation.The status quo of master's training in rural education.The third part: the analysis of the problems of the training of rural education masters in Guangxi from the perspective of stakeholders.This part takes the status quo of rural education masters in Guangxi as the research starting point,and analyzes the six main subjects of stakeholders.It is found that there are many problems in the training of rural education masters in Guangxi: the education administrative department has insufficient enthusiasm,pays insufficient attention to policy implementation and postgraduates of �Master Plan� is not enough to take care of the problem;some recommended schools have problems of lack of enthusiasm;training schools have insufficient enrollment,unreasonable curriculum,lack of attention to practical guidance and lack of attention to tutors;rural schools have two major problems: the overall willingness to receive is not strong and the policy implementation is not in place;postgraduates of �Master Plan� have two problems: impure motives and three major stress overloads.At the same time,there are still more negative social public opinion and the loss of stakeholder subjects.The fourth part: the countermeasures to improve the training of rural education masters in Guangxi from the perspective of stakeholders.This part is based on the problems existing in the training of rural education masters in Guangxi.It is believed that the improvement of the training of rural education masters in Guangxi requires top-down,integrated and all-round advancement among stakeholders.First,the education administrative department establishes an innovation system guarantee,and on the basis of the principle of supervision and management,regulates the training of rural education masters in Guangxi.Second,to cultivate the training model for school reform in schools,including the establishment of a master's degree system for rural education in Guangxi,improve the tutoring system,and jointly cultivate and strengthen the educational beliefs of postgraduates of �Master Plan�.Third,rural schools have increased their willingness to receive postgraduates of �Master Plan� and expand the range of receiving services for rural education masters.Fourth,help the postgraduates of �Master Plan� to establish a correct outlook on life and values,and guide them to rationally plan their career development.Fifth,form a fair and objective social atmosphere of public opinion,and establish the confidence of the master of rural education in Guangxi.Finally,build a support system for stakeholders,and the stakeholders will work together to provide a master's degree in rural education in Guangxi.The cultivation of master's degree in rural education in Guangxi is a complicated and great project.As a bystander of the implementation of the policy of �Master Plan�,due to the limited depth of personal thinking and theoretical level,it is still necessary to investigate whether the countermeasures of this research are feasible.It is also the focus of the author's future thinking.