A Comparative Study On The Professional Development Of Middle-aged Classroom Teachers In Urban And Rural Junior High Schools ——Take Area Q Of City Q Of Guangdong Province As An Example Take Area Q Of City Q Of Guangdong Province A

With the gradual ageing of our population,the age structure of teachers at the compulsory education level is also seriously out of balance,with a gradually ageing teaching force that has taken on an inverted triangular shape.As middle-aged teachers are now the majority of teachers at the junior secondary level of compulsory education,the proportion of middle-aged teachers as class teachers at the junior secondary level in China will also continue to rise.As a special group of teachers,classroom teachers not only have the dual responsibility of "teaching and educating",but are also important implementers of quality education and mentors of students' growth.With the acceleration of urbanisation,there is a gap between the quality of education in urban and rural areas.Although the state has attached great importance to the unbalanced development of urban and rural education in recent years,there is still a gap in the professional development of classroom teachers at the junior secondary level of compulsory education due to the utilitarian values of society.In response,the state has issued the Rural Teacher Support Programme(2015-2020),the Opinions on Coordinating the Reform and Development of Integrated Urban and Rural Compulsory Education in the County,the Rural Revitalisation Strategic Plan(2018-2022)","Notice on the Creation of Quality and Balanced Compulsory Education in the County"and other relevant systems and policies to promote the balanced development of urban and rural areas.All of them can show the state's determination to reform and develop the integration of compulsory education in urban and rural areas and to promote the balanced and high-quality development of public education services.Based on this background,this study selects middle-aged class teachers in urban and rural junior high schools in Q,Guangdong Province as the research object,and takes Rogers' theory of equity and justice,class teacher professional development theory and two-factor theory as the theoretical guidance,adopts questionnaire survey method,comparative analysis method and interview method to gain an in-depth understanding of the current situation of middle-aged class teachers' professional development in urban and rural junior high schools,and separately examines the social factors,school environment factors and middle-aged class teachers' own.Finally,in order to promote the quality and balanced development of urban and rural education,the joint growth of professional development of middle-aged classroom teachers in urban and rural junior high schools is given countermeasure suggestions.This thesis covers the following six main aspects.The first part: the introductory part,this part contains five aspects: firstly,it discusses the background of the study;secondly,it reviews the relevant studies on the professional development of classroom teachers at home and abroad;thirdly,it discusses the significance of the study;fourthly,to define the relevant concepts involved in a comparative study of the professional development of middle-aged classroom teachers in urban and rural junior high schools and to use Rogers' theory of equity and justice,classroom teacher professional development theory and two-factor theory as the theoretical basis of the study;fifthly,it composes the overall development line of this study and introduces the selection of the research subjects and the research methods used in this study.The second part: Formation and analysis of the current situation of the questionnaire for the professional development of middle-aged classroom teachers in urban and rural junior high schools.This part contains four main aspects: firstly,the design,prediction and implementation of the middle-aged classroom teacher questionnaire for the study to be conducted.The data involved were analysed using item analysis,exploratory factor analysis,and reliability testing;secondly,the student questionnaire was designed and implemented for the study to be conducted.The data involved were also analysed using reliability tests,exploratory factor analysis and validity tests;again,the interview outlines of school leaders and middle-aged class teachers in urban and rural junior high schools were designed,revised and implemented;finally,the current situation of the professional development of middle-aged class teachers in urban and rural junior high schools was investigated and analysed using District Q in Q,Guangdong Province as an example.Firstly,a descriptive analysis of the basic situation of middle-aged class teachers in urban and rural junior high schools was conducted.Second,the analysis of the differences in the professional development of middle-aged classroom teachers in middle schools in terms of demographic variables reveals that there are differences in the professional development of middle-aged classroom teachers in urban and rural middle schools in District Q.The third part: A comparison of the differences in the dimensions of professional development of middle-aged class teachers in urban and rural junior high schools.Based on the professional development theory of classroom teachers,a comparative analysis of the differences between middle-aged classroom teachers in urban and rural junior high schools in District Q was conducted in three dimensions: professional sentiment,professional knowledge and professional ability,thus revealing the phenomenon of differences in the professional development of middle-aged classroom teachers in urban and rural junior high schools in District Q.The fourth part: Analysis of the attribution of the differences in the professional development of middle-aged class teachers in urban and rural junior high schools.Based on the differences in the third part,the questionnaire and interview data are used to analyse the factors influencing the differences in the professional development of middle-aged class teachers in urban and rural junior high schools in Q district from three aspects:society,school environment and middle-aged class teachers themselves.The fifth part: To provide coping strategies to promote the professional development of middle-aged class teachers in urban and rural junior high schools respectively.In order to solve the problems in the professional development of middle-aged classroom teachers in urban and township junior high schools in District Q,the cooperation and support of many forces are needed.In this section,we take the education administration,school administrators and middle-aged classroom teachers themselves as the entry points,and propose reasonable and operable countermeasures based on the analysed influencing factors and the educational reality in District Q.The sixth part: Conclusion of the study.