Research On The Support System For Rural Primary And Middle School Teachers' Professional Development

There are currently millions of teachers in rural areas in China.Rural teachers are not only large in scope,but also take on extremely important tasks and missions.In recent years,all sectors of society pay more and more attention to rural teachers,especially the way of building and maintaining a high quality rural teacher team,the comprehensive quality and professional level of local rural teachers have become significant improved,as the resources and educational environment are different in different rural areas,and there are many negative factors and constraints,the current level of vocational development assistance systems of rural teachers in different areas is different.In this study,rural primary and secondary school teachers are used in Xinfeng County,Guangdong Province,as a research focus,and examines the specific way to establish the system of professional development support for primary and secondary school teachers in various dimensions.First,this paper examines the overall state of development g of rural teachers at home and abroad and examines the importance of the development of rural teacher development in different dimensions;based on the relevant theories,the current situation of the system for supporting the professional development of primary and secondary school teachers in rural areas is extensively examined,including the current state of political support,financial support,cultural support,faith support,education support and educational support for ordinary students and the problems and deficiencies;then the extensive use of survey and literature research to research the causes of the problems and then the submission of appropriate strategies and suggestions.Through investigation and analysis,it is found that the current problems faced by rural teachers in the vocational development support system,including lack of targeted support,poor efficiency of the support staff,lack of long-term mechanism and weak support system infrastructure,are to be observed That teacher training is separate from rural education practice,the support subjects have their own struggles,and the support subjects have no oversight.Faced with these issues,the author proposes countermeasures from five aspects: Clarify the orientation and division of labor of multiple support subjects;Provide policy support to ensure the effective implementation of various measures;Innovate the mode of teacher education and coordinate the integrated training mechanism of pre-service and post-service;Optimize the human environment and provide a platform for sustainable development;Renew the concept of development and train the consciousness of teachers' active development.