The Quality Of Rural Primary And Secondary School Teacher Training Has Been Improved Countermeasure Research

A century-old plan,education-oriented,is the prerequisite for promoting the social and economic development of rural areas in our country.Rural teachers are the mainstay of promoting the development of rural education,and their comprehensive quality level determines the quality of rural education.Therefore,Making a team of rural teachers with solid foundations and professional skills is the core way to improve the quality of rural education.In recent years,the state has paid more and more attention to the training of rural teachers.It has successively formulated a series of policies to improve the quality of teacher training,gradually deepened the reform of rural teacher training,and continued to increase support for teacher training.Strengthening rural teacher training and sustainable development is the main way to improve the overall quality of rural teachers.This study refers to the related theories and practical results of teacher training in rural primary and secondary schools at home and abroad,implements the relevant teacher training policies promulgated by the state,and has successively carried out a series of rural teacher training,based on 10 rural primary and secondary schools in S County,Hebei Province.As an example,by conducting questionnaire surveys and case interviews with teachers,collecting materials and data of teacher training in rural areas,sorting out and analyzing them,aiming to gain in-depth understanding of the current implementation of teacher training in rural areas,and investigate and analyze teacher training satisfaction Teacher training needs,and put forward improvement countermeasures to improve the quality of training.The research results show that the training satisfaction of rural primary and secondary school teachers has not reached the expected ideal situation.Combined with the results of in-depth interviews with local rural teachers,the root causes of the problems can be summarized into four levels: From the perspective of the education administration department,the selection of participating teachers The system is not clear,the training incentive policy is not sound,and the investment in teacher training is insufficient;from the perspective of the training organization,the training objectives are out of reality,the training content lacks practicality and pertinence,the training methods are single and outdated,and the matching of trainers is low.Training evaluation lacks scientificity;from the school level,school leaders do not pay enough attention to the school's training atmosphere,lack of coordination of training time,and aggravate the contradiction between work and study;from the perspective of teachers themselves,teachers' awareness of participating in training is biased,and teachers The motivation for self-development is insufficient,and the learning initiative needs to be strengthened.In order to solve the above problems,the author proposes targeted strategies to improve the quality of teacher training in rural primary and secondary schools.The education administrative department should improve the selection system of participating teachers,formulate teacher training incentive policies,strengthen the supervision of training funds,and improve the efficiency of fund use;training institutions should scientifically formulate training programs based on training needs,and improve the practicality of training content.Achieve "teach students in accordance with their aptitude" and adopt multiple and flexible training methods,expand the localized elite teacher team,and build a diversified and multi-dimensional comprehensive training evaluation system;schools should create a training and learning atmosphere,cultivate a cooperative campus teaching and research culture,and focus on coordinating training time.To expend and create the working mechanism of in-school teachers' posts;rural teachers should give full play to the teacher's subjectivity,improve the awareness of autonomous learning,change the concept of education and training,establish the concept of lifelong learning,enhance the autonomy of professional development,and constantly conduct self-reflection and questioning.