Study On Optimizing School Support In Rural Middle School Teachers’ Learning

Rural teachers are the basic support for the development of a fairer and better quality rural education,and efforts to build a high-quality rural teaching force are an urgent need to vigorously promote the integrated and balanced development of urban and rural compulsory education,as well as an urgent requirement to achieve rural revitalization and build a modern socialist country.Learning for rural teachers is the process of further improving professional knowledge and skills through a combination of their own efforts and the external environment.It is not only a prerequisite and foundation for teachers’ overall development,but also the main way and technical means for their professional development.As an important place for rural teachers to work,learn,communicate and live,the school is bound to have an impact on rural teachers’ learning.The school system,culture,management,activities,and resources support also directly affect rural teachers’ enthusiasm,initiative,and learning outcomes.In this study,we analyzed the relevant literature at home and abroad,based on contextual learning theory and social support theory,and used SPSS software to classify rural teachers’ school support in learning into "two aspects and nine dimensions" to develop a questionnaire.The questionnaire and interviews were used to find out the status of school support in learning of rural secondary school teachers.Data analysis found that rural secondary school teachers’ learning has limited learning style paths,incomplete learning contents,and lack of learning strategies;the school support in rural secondary school teachers’ learning has a better cultural atmosphere,activities that are light on effectiveness and heavy on formality,systems that are virtual,backward management level,and insufficient resource security.The study found that the factors influencing school support in teacher learning in rural secondary schools are multifaceted.In terms of school management support,rural secondary schools had incomplete evaluation of teachers’ learning,lacked supervision and guidance,and teachers’ lack of participation in learning management;in terms of school cultural support,rural secondary schools emphasized externalization rather than internalization of culture,leaders did not care enough about teachers’ learning,and learning cooperation among teachers was not sufficient;in terms of school institutional support,rural secondary schools’ teachers’ learning system was not perfect,not properly implemented,and the incentive In terms of school resource support,teachers’ learning resources in rural secondary schools are insufficient,time is not guaranteed,learning resources are inadequate,and the learning environment is not ideal;in terms of school activity support,teachers’ learning activities in rural secondary schools are formal and lack professional leadership.On this basis,this study proposes the optimization of school support in rural secondary school teachers’ learning: strengthen management support to enhance teachers’ learning motivation: improve teachers’ learning evaluation;strengthen supervision and guidance of teachers’ learning process;and enhance democratic school management.Focus on cultural support to improve the teacher learning environment: update the concept of campus culture construction to create a harmonious cultural support atmosphere;change the management philosophy of school leaders to care about teacher learning;establish a cooperative and supportive relationship among school teachers.Improve institutional support and strengthen the supervision of teacher learning: improve and implement the teacher learning system;establish a teacher learning incentive system.Optimize resource support to guarantee the foundation of teacher learning: guarantee teacher learning time;explore rich teacher learning resources;build a comfortable teacher learning environment.Enrich activity support and expand teachers’ learning platform: understand teachers’ learning needs and organize effective learning activities;lead and guide learning activities and ensure the standardization of activities.