The Supply Dilemma And Optimization Strategy Of Rural Primary School Teachers

"Rural teacher support plan(2015-2020)" clearly points out that one of the important weak links in accelerating the realization of modern rural compulsory education management system and teaching modernization is in poor rural areas.If we want to develop rural education so that every rural child can receive fair and high-quality education,we must create a team of teachers with good quality,willing to contribute and rooted in the countryside.[ 1] However,there are still some problems in the effective supply of rural teachers,such as the imperfect supply channels and flow system,the lack of rural teachers' local emotion,the low quality of rural teachers' training,the lack of professional emotional motivation,and the relatively low attractiveness of rural teachers.Therefore,this study focuses on how to optimize the supply of rural teachers.According to the research idea of combining theoretical research with practical research,it uses the methods of literature,investigation and interview to define the theoretical basis of optimizing the supply of rural teachers,clarify the current situation of the supply of rural teachers,and analyze the reasons for the dilemma of the supply of rural teachers,In order to optimize the supply of rural teachers and promote the balanced development of urban and rural education.This research is divided into the following aspectsFirst,It points out the theoretical basis of optimizing the supply of rural teachers.The first is the theory of educational equity,which is the rational allocation of educational resources,including the principle of equality,the principle of difference and the principle of compensation.Compensation for rural education in resource allocation is an important part of educational development.Secondly,the theory of balanced development.In the field of education,balanced development was initially considered from the perspective of compulsory education.The balance of school running conditions is the foundation,the balance of education investment is the guarantee,and the balance of teacher resources is the key.Finally,Maslow's hierarchy of needs theory,namely,physiological needs,security needs,social needs,respect needs and self realization needs,which is Maslow's five levels of human needs from low to high.For rural teachers,poverty determines that their strongest demand is physiological demand,that is,material acquisition to meet the basic problem of food and clothing.With the continuous changes of life,work and other surrounding factors,their needs are also changing.Second,It makes clear the problems existing in the supply of rural teachers.The absolute quantity of rural teacher supply is surplus,but there are many problems in the quality of supply,such as low professional level of teachers,serious aging of teachers,unreasonable distribution of disciplines,strong willingness of teachers to flow,etc.Third,It analyzes the reasons for the supply dilemma of rural teachers.The main institutional reasons for the unreasonable supply structure of rural teachers are the imperfect supply channels and flow system.The main factors for the unreasonable supply structure of rural teachers are the lack of local emotion and professional emotional motivation,the low quality of rural teacher training,the lack of job attraction and so on.Fourth,It puts forward the strategies to optimize the supply of rural teachers.Change the asymmetric supply and demand information,optimize the supply scale and structure of rural teachers;Strengthen the rural teachers' local feelings before and after work;Break through the institutional barriers and improve the quality of rural teacher training in an all-round way;We should cultivate local feelings and enhance the social reputation of rural teachers;Effective measures should be taken to enhance the professional attraction of rural teachers.