Investigation And Research On The Learning Status Of Middle School Teachers

Teacher learning is an important approach to teacher professional development.Teachers' understanding and cognition of teacher professional influence the path and direction of teacher professional development,and then influence the choice of teacher learning content.The construction of national education is inseparable from the professional development of teachers,and the professional development of teachers runs through every teacher's career.Therefore,the rationality of teachers' learning content is particularly important.This article takes teacher professional development as a research perspective,analyzes the connotation of teacher learning and the characteristics of middle school teachers,and uses this as a theoretical basis for the study of the rationality of teacher learning content.It comprehensively uses questionnaire survey and interview methods to select the content of middle school teachers in the sample area.to investigate the status quo.Through the collation and analysis of the results of questionnaire surveys and interviews,the actual situation of teachers' learning content in the region was obtained,and the problems existing in the selection of learning contents for secondary school teachers in the region were further revealed.On this basis,combining with the reasons for teachers' unreasonable learning content selection,this paper proposes suggestions for improving the rationality of teacher's learning content selection and improving teacher's learning effectiveness in order to promote the professional development of teachers.This article consists of five parts:The first part is the introduction,expounding the reasons and the significance of the study.The collection of domestic and foreign literature on teacher learning is combed and analyzed to clarify the starting point of the study and the issues to be studied,which aims to further clarify the research purpose,the applied research methods and the overall research ideas.The second part elaborates on the connotation of teacher learning,the characteristics of teacher learning and the theoretical basis of this study.This part provides a theoretical basis for judging the rationality of teachers' learning content.The third part is the investigation and analysis of the status quo of teachers' learning content in the sample area.Including the selection of research objects,the use of survey tools,and the preliminary statistics on the survey results of secondary school teachers' learning content in the region.On the basis of the former part,the fourth part,based on the statistics and analysis of the survey results obtained,targeted the content of secondary school teachers in the region to improve the effectiveness of secondary school teachers in the region.The last part is the concluding remarks of this article.It summarizes this article under the perspective of professional development of teachers.After investigation and analysis,this paper aims at the problems existing in the learning of E Qi teachers and draws corresponding improvement strategies.Under the guidance of the theory,combined with the survey of the realities of secondary school teachers' learning content selection in the region,the following main conclusions are drawn:First,the overall learning willingness of teachers in Inner Mongolia E Qi Middle School is strong,and teachers can be aware of teachers'awareness.Learning plays an important role in professional development and has a positive attitude toward teacher learning.Secondly,teachers' learning autonomy is weak,and the teacher's learning content mainly comes from the outside arrangements,which is different from the teachers' own needs,and the learning content is not targeted.Third,the content of teachers in Inner Mongolia E Qi middle school is relatively single.The concrete manifestation is that the teacher tends to improve teaching skills,subject professional knowledge and other intuitive and easy to grasp learning content in the selection of learning content.Finally,there is a lack of understanding of teachers'professional development in E Qi Middle School teachers in Inner Mongolia.The content of teacher learning is closely related to the professional connotation of teachers.The teachers' understanding of teachers' professional development in the region is directly reflected in the preference and demand for learning content.In view of the above problems,this article puts forward a specific strategy to improve teacher's learning effectiveness from the perspective of professional development of teachers,combining the connotation and characteristics of teacher learning.According to the different stages of professional development of teachers,suggestions for improving the content of teacher learning are proposed,which includes improving the content of teacher training,expanding teachers' professional development vision,reforming the form and content of teacher recruitment exams,and adjusting the basis for evaluation of middle school teachers.