Research On The Structure And Adjustment Of Rural Teachers’ Teaching And Research Literacy

Revitalizing rural education is an important fulcrum of implementing the strategy of revitalizing rural areas.To develop rural education,it’s necessary to enhance the comprehensive strength of education,teaching and research of rural schools and build a high-quality rural teacher team.To revitalize rural education and improve the professional level of rural teachers,rural teachers need to make efforts through effective teaching and research activities.In the background of revitalizing rural education,it is of typical significance to pay attention to the teaching and research of rural teachers.This study takes rural teachers in H Province as an example,based on the theory of organizational embeddedness,and explores the influence of rural teachers’ teaching and research literacy and their influence on teaching and research performance by using questionnaire survey and interview.Through literature analysis and practical experience summary,the teaching and research literacy of rural teachers is divided into cooperative communication literacy,teaching and research knowledge and skills literacy and rural teaching and research sentiment literacy.The teaching and research performance is divided into task performance,relationship performance and innovation performance.According to the analysis of the two variables,the questionnaire of rural teachers’ teaching and research is compiled,and the interview outline of rural teachers’ teaching research is designed.This study collected 1026 effective questionnaires by stratifying random sampling,and used SPSS statistical software to describe and conclude rural teachers’ teaching and research situation,and analyzed the relationship between rural teachers’ teaching and research literacy and teaching research performance.In addition,the study is supplemented through interviews with 20 rural teachers and analysis of interview materials.Through the analysis of questionnaire and interview data,it is found that rural teachers have no utilitarian tendency towards teaching and research activities,and pay more and more attention to teaching and research,and the organizational structure of teaching and research in rural schools has begun to take shape.At the same time,the research shows that rural teaching and research also has the following problems : 1.Rual teachers lack of community consciousness,Multi-Agent Coordination,mutual assistance and multi-agent deep connection when doing teaching research.2.The lack of deep matching between rural teaching and research knowledge and skills and teaching and research organization is manifested in the lack of local teaching and research knowledge and skills and the lack of rural school teaching and research system.3.Rural teachers are indifferent to teaching and research,lack of role awareness of teaching and research,and lack of deep integration of teachers’ professional development and teaching and research organization.In order to further improve the quality and performance of rural teachers’ teaching and research,and improve the level of rural education,this study constructs a rural teachers’ teaching and research model based on the theory of organizational embeddedness,and proposes to cultivate community awareness,build communication channels,establish a communication mechanism of multi-agent deep connection in rural schools,and strengthen the guarantee system of rural teaching and research by cultivating local teaching and research knowledge and skills.Through the construction of supervision and incentive mechanism,the organization form of teaching and research is optimized,and the development system of the deep integration of rural teachers’ professional growth and teaching and research organization is established.