Research On The Dilemma And Countermeasures Of The Professional Development Of Rural Primary School Teachers

Rural primary and secondary school teachers are the core strength of rural basic education and their professional development level is directly related to the quality of rural education and the development of rural social economy.Since teacher professional development is a dynamic and systematic process,the research on teacher professional development has never been interrupted.Among them,with the implementation of the strategy of revitalizing rural areas,the professional development of rural teachers has attracted more and more attention.With the victory of the 19 th national congress of the communist party of China and the promotion of the rural teacher support plan(2015-2020),the social security mechanism of rural teachers in China has been constantly improved,and the professional development of teachers has achieved certain results.However,there are still many problems in the professional development of rural primary and secondary school teachers.This research adopts literature method,questionnaire method,interview method,from the perspective of pedagogy,psychology and other focus on the current situation of rural primary school teachers' work,through the way of sampling part of rural primary school teachers of L county of Hubei province is chosen as the research object,from the teachers' professional affection,professional knowledge,professional ability,professional activities to carry out the situation,teachers' professional ethics and other five dimensions to understand and analyze current situation of the development of rural primary school teachers' professional and it is concluded that the following findings: teacher's professional emotional low,relatively weak teachers' professional knowledge,teachers' professional ability is not strong,the teachers' professional activities is limited,the teachers' professional moral anomie,etc.Problem of L county teachers' professional development through attribution analysis,mainly from two aspects of external factors and internal factors,external factors mainly have a rural teacher's social status and low wages,lack of rural teachers continuing education funds investment,relevant education policy implementation does not reach the designated position,the school system is imperfect,the training mechanism to formal,the characteristics of rural education work restrictions,etc;The internal factors mainly include teachers' weak consciousness of professional independent development,their low cultural quality,their lack of enthusiasm and identity to work,and their constraints on family life.Finally,this research according to the research conclusion,from the school,government,individual teacher three aspects put forward the following promotion strategy: from the aspects of the school should strengthen the leadership of the management and evaluation ability,based on actual,do local characteristic curriculum developers and builders,creating a favorable cultural environment,formulate practical school-based training,sets up the typical character,decompression to model learning and help teachers,make time for the teachers' professional development;The government should strengthen the research on rural primary school teachers,establish a complete guarantee mechanism,provide a good atmosphere for the professional development of teachers,and establish a mutually beneficial mechanism between colleges and rural schools led by the government.From the aspects of individual teacher should establish independent and efficient learning consciousness and action,look for their own professional development stages and career planning,strengthen and teacher exchanges and cooperation with colleagues and neighbouring,using the Internet and information technology to promote the professional development of its own,creating a critical incident,using open classes to improve their professional ability.