The Dilemma Of Rural Junior Middle School Teachers' Professional Development And Research On The Promotion Path

Teachers' professional development is the fundamental way to show school quality,improve student development,and improve overall education quality.According to data released by the Department of Teacher Work of the Ministry of Education,as of 2019,there were 16.7383 million full-time teachers at various levels and at all levels in the country.Among this huge team of teachers,there is a special group-rural teachers.Frontline and made a huge contribution to it.In 2015,the General Office of the State Council issued the Rural Teacher Support Plan(2015-2020),which adopted a series of measures in stabilizing and expanding the teaching force,improving the level of treatment,and strengthening professional training of teachers.Due to the important value of rural teachers,the professional development of rural teachers is imperative.In this study,316 rural junior high school teachers in seven rural middle schools in Xingguo County,the old revolutionary district of southern Gansu,were selected as the survey objects.The questionnaire survey method and interview survey method were mainly used.With the help of SPSS 22.0 statistical data software,descriptive statistical analysis was used.,Statistical analysis,correlation analysis,single factor variance and other statistical methods to investigate the status and dilemma of professional development of rural junior middle school teachers in Xingguo County.The findings of this study show that: 1.The professional development of rural junior high school teachers is generally at an average level,and the scores of the four dimensions of professional development are ranked from high to low as follows:professional ethics> professional knowledge> professional ability> professional feelings,of which the professional sentiment score is the lowest and low The dilemma performance is most obvious at the average level of professional development total scores;2.The dilemma of professional knowledge dimension is specifically manifested by insufficient general knowledge reserve of teachers,low scientific research level,and weak knowledge management ability;3.The dilemma of professional ability dimension,specific It is manifested by the lack of teaching ability,communication and cooperation ability;4.The dilemma of professional sentiment dimension,specifically manifested by teachers' misunderstanding of independent development and weak professional happiness;5.The dilemma of professional ethics dimension,embodied by the demand for physical and mental development of middle school students Insufficient understanding and attitudes towards education and teaching.6.Social environment and management system factors,school atmosphere factors,and rural teachers' own factors are the reasons that cause rural junior high school teachers to fall into the predicament of teacher professional development.Based on the survey results,this study proposes the construction of a model for improving the professional development of rural junior high school teachers,and puts forward countermeasures and suggestions from the education administration department,colleges and universities,society,school managers,and rural junior high school teachers.Reflect on unreasonable social expectations,create a social atmosphere that supports the professional development of teachers,and optimize the social support system;explore institutional innovations and point out new paths for the reform of rural education institutions;cultivate outstanding teachers in the countryside and drive the professional development of all rural junior high school teachers;schools Leadership planning and internalization of rural junior high school teachers' self-development awareness.