Research On The Current Situation Of Teachers' Autonomous Learning And The Countermeasures In Compulsory Education In Xinjiang

Because of the characteristics of teachers' work,the trend of thought of life-long education and the requirements of teachers' professional development,it is necessary to study teachers' autonomous learning.Combing the relevant literature,we find that,in recent years,the research focus on autonomous learning is still concentrated in the field of students,and the focus on teachers' autonomous learning is relatively less,and the focus on Xinjiang teachers' autonomous learning is even less.This study studies the situation of teachers' autonomous learning in Xinjiang compulsory education stage,trying to present the situation of teachers' autonomous learning in this area,to explore the countermeasures for the situation of local teachers' autonomous learning,and to provide relevant data and theoretical support for teachers' autonomous learning and the promotion of teachers' learning by schools and relevant education departments.The research object of this study is different from other research objects and regions in the field of teachers' autonomous learning in China.This study is aimed at primary school and junior high school teachers in Xinjiang compulsory education stage,trying to provide reference suggestions for local teachers' autonomous learning.The research direction is relatively innovative,and this study has strong feasibility.The main research methods of this study are questionnaire survey and interview.1420 questionnaires were collected while 1381 effective questionnaires were collected,and the effective rate was 97%.At the same time,four interviewees were selected for in-depth interviews.Through the investigation and research,we can draw the conclusion: first,teachers' autonomous learning in Xinjiang compulsory education stage overall performance is good,teachers have autonomous learning willingness,in the overall and all dimensions of autonomous learning have relatively good performance,but there are still some problems to be solved,there are many obstacles to autonomous learning,including some teachers' learning motivation is not strong,school environment is not conducive to autonomous learning,the control of learning and learning process needs to be improved,and the performance of learning content dimension is poor;secondly,gender,nationality and teaching stage do not cause significant differences in teachers' autonomous learning,while region,school territory,education background,professional title,teaching years and teaching subjects cause significant differences in teachers' autonomous learning,while learning methods are highly related to the overall and most dimensions of autonomous learning,while learning methods,learning motivation and school environment,as the components of autonomous learning,have the greatest impact on autonomous learning in general;thirdly,the problems of learning motivation is mainly caused by work pressure,life pressure and the accompanying lack of spare power and job burnout,the school environment problems mainly lie in that leaders listen too little to teachers' teaching and management ideas,and the school learning environment and atmosphere are not loose enough,the study process problem is mainly caused by the factors of learning inertia,the learning content problem is mainly caused by the two factors of too much learning intervention and learning resources can not meet the needs of teachers;fourthly,according to the results of the study,four countermeasures are put forward to reduce the pressure,reduce the burnout,promote the learning motivation,create a fair and loose atmosphere to improve the school environment,inhibit the learning process inertia to improve the performance of autonomous learning,reduce the external interference and enrich the learning content of teachers.