A Study On The Effectiveness Of "Sending Teachers To The Countryside" Training Policy For Rural Primary And Secondary School Teachers

With the development and reform of China's educational undertakings,teacher training has received more and more attention,especially the training of teachers in rural primary and secondary schools has become an important issue in the development of teacher education in China.In recent years,relevant departments have invested a lot of manpower,material resources,and financial resources at different levels to promote and ensure the implementation of the "send to the countryside" training policy,which can not only effectively promote the overall quality of rural primary and secondary school teachers,but also promote Rural primary and secondary school teachers achieve professional development,thereby promoting the optimal allocation of urban and rural basic education resources,reducing the overall quality gap between urban and rural primary and secondary school teachers,and promoting the continued development of rural primary and secondary education.However,due to economic development,cultural environment,government executive agencies,expert training teams,and participating primary and secondary school teachers,the effectiveness of the rural primary and secondary school teachers' "send to the countryside" training policy remains to be further improved.The purpose of this study is to take the rural primary and secondary school teachers' "send to the countryside" training policy as the research object,formulate corresponding questionnaires based on the public policy implementation process model of American scholar Thomas Smith,and adopt literature research,questionnaire surveys,interview methods,etc.Methods: Using SPSS software to conduct statistical analysis on the results of the questionnaire survey,and to explore the effectiveness of the rural middle and primary school teachers' "send to the countryside" training policy.The study found that:(1)The primary and middle school teachers participating in the sample area are mainly young and middle-aged female teachers and the overall education level is not high;there is a certain waste of training resources for "sending to the countryside";the work of participating primary and secondary school teachers The longer the period,the less motivated they are to participate in training;there is a big difference in the structure of professional titles of teachers participating in training.(2)The content of the "send to the countryside" training policy comes from practice,and the policy formulation is relatively complete;the policy implementation agency has a sound organizational system and strong execution;the content of the training policy has a good professionalism and systemicness;But the implementation environment of the training policy is not good enough.(3)The main factors influencing the effectiveness of the training policy for teachers in rural primary and secondary schools come from four aspects: First,the design factors of training policies.The complexity of the design content of the “send to the countryside” training policy has an impact on policy formulation,policy implementation,and the effective use of policy resources.Second,the factors that train policy enforcement agencies.The communication and coordination between policy implementation departments,the method of policy publicity,and the response of teachers to the policy all affect the effectiveness of the "send to the countryside" training policy;third,the factors of the participants in the training policy.Regarding the selection of trainers,the grass-roots education administrative department failed to grasp and implement the gist of the training documents of “sending to the countryside”.During the implementation of the training organization of the“sending to the countryside”for primary and middle school teachers,the demonstration and leading role of the local trainer team Inadequate play;Fourth,the factors of training policy implementation environment.The formulation of the training execution system,economic development,education and cultural conditions will affect the effectiveness of the "send to the countryside" training policy.Based on the findings and discussion of the appeal study,on the basis of a detailed understanding of the basic demands of teachers in rural primary and secondary schools,specific strategies were proposed to enhance the effectiveness of the“send to the countryside” training policy:(1)improve the “send to the countryside” training policy Design;optimize the implementation process of the "delivering to the countryside" training policy;(2)optimize the implementation process of the "delivering to the countryside" training policy;(3)rural primary and secondary schools should increase participation and support;(4)establish Perfect training policy evaluation mechanism.As a powerful promoter of the current professional development of teachers in rural primary and secondary schools,the study of the “ send to the countryside ”training policy is of great significance and practical value for the development of rural education.Primary and middle school teachers have a clear direction of development,and improve the comprehensive quality of rural primary and secondary school teachers.This study can provide some theoretical guidance for the participants of the "send to the countryside" training policy,and hope that this study can provide useful benefits for improving the effectiveness of the "send to the countryside" training policy and promote the professional development of rural primary and secondary school teachers Learn from.