Research On The Strategies Of Improving Rural Teachers’ Classroom Teaching Leadership

Rural teachers undertake the important mission of revitalizing rural education and promoting the balanced development of urban and rural education.The development of education depends on teachers’ comprehensive qualities,and the classroom teaching leadership of rural teachers is the concentrated display of their comprehensive qualities.Good classroom teaching leadership is conducive to bringing rural classroom teaching from disorder to order and from normality to high quality,thus promoting the positive display of classroom teaching value in rural teachers and students.This study takes the classroom teaching leadership of rural teachers as the research object,to observe the current situation and existing problems of classroom teaching leadership of rural teachers,and puts forward some suggestions in order to shed a light on the sustainable development of classroom,the inheritance of rural culture and the achievement of educational equity.The first part is introduction.This chapter combs the relative research both at home and abroad,introduces the reasons of this study,and further analyzes the practical significance and theoretical value of rural teachers’ classroom teaching leadership to rural education development and student development.The second part,a conceptual understanding of rural teachers’ classroom teaching leadership is presented.This chapter mainly discusses the dimension of classroom teaching leadership of rural teachers and the importance and necessity of classroom teaching leadership of rural teachers.With regard to the dimension part,it mainly draws lessons from the "Five Forces Model of Leadership" put forward by the research group of Chinese Academy of Sciences,and combines the particularity of rural teachers,divides rural teachers’ classroom teaching leadership into classroom teaching foresight,classroom teaching appeal,classroom teaching influence,classroom teaching control and classroom teaching determination,and analyzes the specific performance of teachers’ teaching behavior in each dimension.On the importance and necessity of rural teachers’ classroom teaching leadership,this section discusses the importance of rural teachers’ classroom teaching leadership from three micro angles: realizing education equity,inheriting rural culture and promoting teachers’ professional development.The third part,the investigation and analysis of the current situation of rural teachers’ classroom teaching leadership.In this section,the teachers in some rural schools in Nanchong were randomly sampled by questionnaire survey,and the current situation of classroom teaching leadership of rural teachers was understood.After analyzing the collected questionnaires,it was found that the level of classroom teaching leadership of rural teachers was at a medium level,among which the level from high to low was classroom teaching influence,classroom teaching inspiration,classroom teaching determination,classroom teaching foresight and classroom teaching control,with different genders,teaching years,professional titles,positions and positions.The fourth part,the problems and reasons of rural teachers’ classroom teaching leadership.This chapter mainly analyzes the problems of classroom teaching leadership of rural teachers based on questionnaire data analysis and related interview data,which mainly show the problems such as insufficient understanding of classroom teaching leadership,insufficient development and utilization of local resources,insufficient attraction of classroom teaching,inflexible classroom teaching strategies,lack of management ability,and lack of tact in classroom teaching.The fifth part,the promotion strategy of rural teachers’ classroom teaching leadership.On the basis of analyzing the problems existing in rural teachers’ classroom teaching leadership,this paper puts forward the following suggestions for optimizing rural teachers’ classroom teaching leadership: First,teachers should give full play to their subjective initiative,including learning to promote the enhancement of leadership literacy,research to promote the optimization of teaching strategies,practice to precipitate teaching management experience,reflection and innovation of classroom teaching tact,and sharing to realize the mutual use of local resources;Second,the school builds a platform for rural teachers by establishing a school-based research community,improving leadership training,and capturing and integrating local culture.Through the independent growth of teachers and the establishment of a platform for schools,a long-term mechanism of their joint efforts is formed to promote the improvement of classroom teaching leadership of rural teachers.