Rresearch On The School Support For The Development Of Practical Knowledge Of Novice Teachers In Rural Primary Schools

In recent years,with the trend of adapting to the development of international education,people have put forward higher requirements for the quality of teachers,and the professional development of teachers has attracted more and more attention from scholars.Teachers' practical knowledge,as an intermediary channel connecting theory with practice,is the knowledge basis for teachers' professional development,and thus has become the focus of scholars' research.As a special teacher group,rural novice teachers play a vital role in the reform and development of rural education.Therefore,analyzing and revealing the status and problems of school support for the development of practical knowledge for novice teachers in rural primary schools can help schools The professional development of novice teachers provides a reference to promote the professional growth of novice teachers in rural primary schools.In order to analyze the school support needs,problems and attributions of the novice teachers 'practical knowledge development in rural primary schools,and to explore the strategies of schools to support the novice teachers' practical knowledge development,this research mainly uses the literature method,interview method and observation method.By collecting relevant literature on the practical knowledge and school support of novice teachers in rural primary schools,this paper summarizes the relevant theories of the practical knowledge development of novice teachers in rural primary schools on social support.And through field surveys to understand the current state of school support for the development of practical knowledge of novice teachers in elementary schools in Z town of Chongqing,using social support theory to analyze its shortcomings and reasons,and to propose strategies for rural primary schools to support the development of practical knowledge of novice teachers.This study clarifies the theoretical analysis of novice teachers' practical knowledge development school support in rural primary schools.It mainly expounds from two aspects,clarifies the theoretical issues related to school support of practical knowledge development of novice teachers in rural primary schools,and provides theoretical support for the research from the perspective of social support theory.Then it discusses and analyzes the school support structure,school support classification,and the interrelationships among the elements of school support for the development of practical knowledge of novice teachers in rural primary schools.The current demand for novice teachers' practical knowledge development in rural primary schools for school support is mainly reflected in "emotional support needs","material support needs","learning atmosphere support needs","system support needs" and "on-the-job training support needs".Examining current rural elementary schools' practical knowledge development support for novice teachers from the perspective of social support theory,it is found that the main existing problems are low school emotional support,poor actual school support,and inadequate social communication support in schools.Analyze the causes of these problems,and find that: 1.Insufficient investment in education;2.Top-down mode of operation;3.Deviation of schooling philosophy;4.Weakened principal leadership;5.Isolated school culture;6.School management system is not scientific.Based on the analysis,this study believes that the current rural elementary school's support for the development of practical knowledge of novice teachers can be combined with the actual situation of the school,starting from the three aspects of emotional support,practical support,and social interaction support.Emotional support;find out the status quo of teachers,guarantee the actual effect of school support;create teacher culture,improve school social interaction support,etc.,continuously optimize the effect of school support,and provide an effective way for schools to promote the development of practical knowledge for novice teachers.