| As the main front of teachers’ professional development,the teaching and research groups will assume more responsibilities in the new era.The construction of a high-quality rural junior high school teaching and research groups will help implement the new Compulsory Education Curriculum Standards and promote the high-quality development of education.Teaching and research groups’ management system,culture,teaching and research activities and other aspects have influence on teachers’ professional development.In order to obtain the situation of rural junior high school teachers professional development and to explore the countermeasures to better build teaching and research groups to promote teachers’ professional development,a self-compiled questionnaire was used to survey rural junior high school teachers in C district of Shantou.Finally,219 valid questionnaires were obtained.Combining with the results of the questionnaire data,28 teachers and school leaders from 6 schools in C district were interviewed,the content of one of the semester meetings,9 public classes and 9 evaluation meetings of Gangkou Middle School are observed and recorded.Based on the research results,the conclusions are as follows.1.The rural junior high school teachers in C district have a high overall evaluation of the teaching and research groups,but the teaching and research groups neglect the needs of teachers’ professional development.Teachers,especially who teach non-professional subjects have weak awareness of self-development.The teaching and research group system lacks specific activity guidelines for activities and teachers.There are no specific management provisions for teachers’ professional development.The teaching and research team leaders play the role of organizers but ignore the role of professional leaders and teacher administrators.2.The teaching and research environment is limited.The teachers are passive and interdependent,the learning atmosphere is weak,and the materials lack of integration.3.The existing teaching and research activities have a single mode,which limit teachers’ thinking,and teachers do not pay attention to unified on-the-job training.These problems lead to the low promotion effect of teaching and research groups on professional development.The current rural junior high school teaching and research groups need to be improved urgently,and this study also puts forward some suggestions.For the construction of teaching and research groups,firstly,we should fill the gaps in the management system,help teachers determine stage goals,assist in formulating professional development plans,stimulate and cultivate professional development awareness for different professional development stages,and guide teachers to voluntarily participate in the construction of teaching and research groups.Then we create an excellent competition mechanism,optimize and integrate resources within the groups to help the collective development of the teaching and research groups,expand the network space,create a openness and cooperation atmosphere of online and offline,enhance the value of inherent professional training to reduce teachers’ burden.Finally,we expand the scope of teaching and research cooperation by promoting the teaching and research in different modes such as having researches among the teachers in the same class or the same grade,or creating an educational and teaching practice environment with various cooperation modes such as inter-school or same-town teaching and research.We can create a teaching and research group accepted by teachers.The group can help to improve the quality of teaching and research,broaden research horizons,and promote the individual development of teachers,and ultimately achieve the collective development of teaching and research groups. |
