Research On The Problems And Strategies Of Teacher Training In Rural Elementary And Middle Schools

Teachers play a leading role in the process of education and teaching,and their quality directly affects the quality of education.Due to the relatively backward social economy and culture in rural areas and the limited teaching conditions in schools,the development of rural teachers' professional quality is hindered to some extent.In recent years,the state is gradually increasing the emphasis on rural teacher training,taking various measures to support the training of rural primary and secondary school teachers,which has played a good role in promoting the professional development of rural primary and secondary school teachers.However,due to the lack of in-depth research on the training needs of rural primary and secondary school teachers of different teaching ages,there are contradictions between the content and form of rural primary and secondary school teachers' training and their needs,which makes the training effect of rural primary and secondary school teachers poor.Taking Gaomi City as an example,this study uses the method of questionnaire and interview to investigate the current situation and demand of rural primary and secondary school teachers of different teaching age,and analyzes the problems in the training of rural primary and secondary school teachers.The specific findings are as follows.First,at present,rural primary and secondary school teachers are not satisfied with the training.Second,on the whole,the training content that rural primary and secondary school teachers most want to receive is subject professional knowledge,they are keen to carry out in the form of observing practical cases,and the assessment form of teaching demonstration course is the most popular.Third,the needs of teachers in different teaching age are different.Specifically speaking,in terms of training content and training form,teachers in the teaching age of less than 5 years expect to receive training in modern educational technology and scientific research ability in the form of mentoring;teachers in the 6-10 years expect to receive training in management and new courses in the form of on-site diagnosis microformat;teachers in the 11-15 years expect special teaching and students' mind In terms of training in theory,more discussion on teaching and research should be addedto the training form;teachers of 16 years and above hope to select training contents and carry out special training,and case teaching can be added to the training form.Fourth,from the perspective of training practice,the current rural primary and secondary school teacher training does not take into account the specific needs of teachers of different teaching ages.Its training time,training period,training level,training content and training form adopt a one size fits all approach,without targeted training based on teaching age,ignoring the stage rule of teachers' professional development.According to the above research conclusions,this study puts forward specific improvement strategies: Based on Teachers' teaching age and professional development stage,carry out layered training;based on the needs of teachers' network training;strengthen the training of teachers;improve the incentive and feedback mechanism of teacher training.