Investigation And Research On The Current Situation Of Compulsory Education Teacher Trainning In Haikou City

Since the 21st century,the development focus of compulsory education has begun to shift from quantitative to qualitative,moving from basic equilibrium to high-quality equilibrium.In May 2019,all districts and counties in Hainan Province have reached the national basic equilibrium assessment standard.On the basis of the basic equilibrium,Hainan Province's compulsory education has shifted its focus to the new goal of high-quality balanced development.The key to achieving a high-quality balance of compulsory education lies in the quality of teachers,and accelerating the process of professionalization of teachers is an important strategy to improve the quality of primary and secondary school teachers However,at present,the professionalization of teachers in primary and secondary schools in Hainan Province is still in its infancy and the level of professionalization is not high.It is necessary to improve the professionalization of teachers through reform and development of teacher education.In addition to pre-service education,reform of teacher education pay more attention to on-the-job training.As the capital city of Hainan,Haikou should be at the forefront of compulsory education in the province in terms of high-quality and balanced development of education.It is very important to understand the current situation of compulsory education teacher training in Haikou,find problems and find solutions.At present,there are few researches on the current situation of compulsory education teacher training in Haikou.Therefore,based on the previous theory,this study has made relevant research on compulsory education teacher training in Haikou.The first chapter is the theoretical research on teacher training.It mainly includes adult pedagogy,the theory of teachers' professional development stage and the theory of lifelong education.Chapter II,the current status of the training of compulsory education teachers in Haikou City,mainly from the understanding of the necessity of teacher training,teacher training motivation,teacher training needs,teacher participation in training frequency,teacher training institutions and teaching subjects,teacher training content,teacher training methods,The burden of training costs,teacher training satisfaction,teacher training opportunities,teacher training evaluation,teacher training system,teacher training incentives,teacher training self-planning,awareness of problem feedback,problems in teacher training,teachers' attention to training,Present the status of the original job processing and training time.The third chapter is the analysis of compulsory education and training in Haikou City.Through the analysis of the collected data,we found that the following problems exist in the training of compulsory education teachers in Haikou City:the purpose of teacher training is not clear;the actual training content does not meet the needs of teacher training;the training opportunities are unequal;the training method is single;the incentive measures are seriously missing;The time arrangement is unreasonable;the level of trainers is low;the on-site environment is not conducive to serious study by individuals.At the same time,an in-depth analysis of the multiple causes of each problem was made.The fourth chapter,Haikou City compulsory education teacher training problem improvement strategy.In view of the problems in teacher training,the author puts forward strategies for improvement.From the perspective of education administration and schools,it strives to improve teachers' awareness of the significance of training;establish a fair selection mechanism;and strengthen incentives for teacher training.From the perspective of teacher training organizers,do a good job of training needs analysis;build an excellent training teacher team;continue to track and guide participating teachers.From the perspective of teachers themselves,clarify the purpose of teachers' continuing education;improve the ability of reflection in education and teaching;formulate personal professional development goals.