Research On The Training Policy Of Primary And Secondary School Teachers From The Perspective Of The New Curriculum Reform Of Basic Education

Education is the cornerstone of national rejuvenation and social progress,and the fundamental way to improve national quality and promote the all-round development of human beings.Basic education is not only the most fundamental education for a person’s lifelong development,but also the foundational education in the whole education system.It is also the cornerstone education for the survival and development of the country and society.This shows the importance of basic education.Since the founding of the People’s Republic of China,eight basic education curriculum reforms have been carried out in order to improve the quality of basic education.The eighth basic education curriculum reform carried out at the beginning of the 21 st century has been carried out in the country for nearly twenty years under the direct leadership of the Party Central Committee and the State Council.The pace,speed and difficulty of this reform are unparalleled in the previous seven reforms."New curriculum reform" aims at realizing the development of primary and secondary school curriculum in China from subject-based to knowledge-based to paying attention to every student.It has made great innovations and breakthroughs in curriculum function,structure and content compared with the original curriculum,which also brings severe challenges to primary and secondary school teachers.In order to make a better contribution to basic education under the new curriculum reform environment,the primary and secondary school teachers in China must renew their educational concepts,improve their teaching methods,change their teaching behavior,enrich their teaching means,expand their knowledge,improve their knowledge structure and improve their professional level.The development of primary and secondary school teachers is related to the success or failure of basic education in China.Teacher training in primary and secondary schools is a systematic learning and training for teachers in the process of development,in order to meet their own development and adapt to external changes when facing changes in the external environment and their own development.Teacher training policy is an important basis for guiding the development of teacher training,which links the development of teacher training theory and the practice of teacher training.Under this background,this paper studies thetraining policy of primary and secondary school teachers in China from the perspective of the "new round" of basic education curriculum reform.Through literature research,historical research and case study,based on the basis of previous studies,and combined with relevant policy texts and policy implementation cases,this paper discusses.Firstly,the background and value of the teacher training policy in primary and secondary schools in China are analyzed.Since 2001,the teacher training policy in primary and secondary schools in China has been carried out under the background of the new curriculum reform,which is not only the pressure but also the driving force for the development of the teacher training policy in primary and secondary schools in China.The "new curriculum reform" puts forward new requirements for primary and secondary school teachers from the four aspects of teacher-student relationship,curriculum implementation,teaching and learning methods and teachers’ quality,which makes it necessary to study the training policy of primary and secondary school teachers in China.Secondly,it expounds the value tendency of the training policy of primary and secondary school teachers after the "new curriculum reform".The training policy of primary and secondary school teachers in China adheres to the following principles: Starting from the internal demands of primary and secondary school teachers,promoting the balance between urban and rural areas of teacher training,and enhancing the substantive value of the guiding significance of training policy;adhering to the procedural value of promoting the diversification of the main body of teacher training policy,scientific decision-making and priority orientation of teacher training policy in primary and secondary schools.Thirdly,based on the text content of the policy on the training of primary and secondary school teachers issued from 2001 to 2018,it is found that the training of primary and secondary school teachers in China mainly includes training teachers’ basic abilities,actively adapting to the new curriculum reform,paying attention to the construction of educational informatization,inclining teacher training to the countryside and Comprehensively Strengthening the construction of teachers’ ethics,and training high-quality teachers.The policy tendency of the three stages and the policy value embodied in the training policy content of primary and secondary school teachers in this period are deeply explored.Next,starting from the four main factors affecting the implementation of the policy,namely,the policy itself,the executing subject,the target group and the executing environment,this paper takes the "National Survey on the Professional Development of Primary and Secondary School Teachers" as a typical case,and takes the two types of teacher training projects of "National Training Plan" and "Shenlan Project of Basic Education Teachers in Guangxi" which the researcher personally participates.This paper analyses the implementation of the training policy for primary and secondary school teachers in China by using auxiliary cases.Finally,through the analysis of thevalue,content and implementation of the training policy for primary and secondary school teachers in China,it is found that the training policy for primary and secondary school teachers in China has obstacles in policy planning,deviations in policy awareness of the executing subjects,and the lack of internal drive and relative inadequacy of policy resources caused by the mismatch of policy supply and demand,and that the target groups are relatively short of policy resources.The countermeasures and suggestions are put forward in four aspects: the quality of the executing subject,the internal drive of the training target group and the improvement of the external environment to provide more training resources.