The History And Case Study Of The Century-old Rural Teacher Training

This study sorts out the history of rural teacher training in my country over the past century.On this basis,taking Huanglu Normal School as a case,through interviews and literature collection and analysis,the school’s school-running characteristics in rural teacher training in different historical periods Make an analysis,and try to summarize the historical experience of rural teacher training in the past century,and look for the inspiration for today’s rural teacher training.The study found that the training of rural teachers in the modern sense of our country has a history of 100 years since 1922,which can be divided into four historical stages.Firstly,during the period of the Republic of China from 1922 to 1949,rural teacher education experienced the rise,development,prosperity and decline during this period.The training of rural teachers is mainly carried out in rural normal schools.Huanglu Normal School was called "Anhui Provincial Huanglu Simple Normal School" during this period.,pen holder,and gun holder "three-in-one" students;in terms of education methods,they follow Yang Xiaochun’s "trilogy" of "get close after getting close","be able to advance after being introduced" and "be able to transform after being sincere";Curriculum setting revolves around the "life plan";education and life follow the "unity of government,education,education and health".Then came the early days of the founding of New China from 1949 to 1976,when secondary teacher education entered the exploratory stage,which can be divided into the first ten years of the founding of New China and the ten years of the Cultural Revolution.Huanglu Normal School was called "Anhui Huanglu Normal School" during this period.According to the training goal of "combining education with productive labor",the educational method of "half farming and half reading",and the education of "five meetings and eight styles" Lifestyle trains rural teachers.Then came the period from 1976 to 2001 after the reform and opening up,which was the development period of secondary teacher education.The period was divided into three stages: steady recovery,consolidation and improvement,and adjustment and opening up.During this period,Huanglu Normal University had the most abundant school-running development.It took the "three centers" as its training goal,insisted on the integration of teaching and practice,and paid close attention to the cultivation of normal students through student management and educational practice.The last is the transformation period of teacher education since the 21 st century.The development of teacher education can be divided into three stages: flexible and diverse,exploration and deepening,and innovative development.With the transition of my country’s teacher education from the three levels of middle school,normal college,and higher normal school to the teacher college,the second level of higher normal school,and then to the first level of higher normal school,the original middle school teachers "disappeared" one after another,and the Huanglu Normal School also transformed,opening up the cultivation of rural A new exploration for teachers.The study concluded that the cultivation of rural teachers in the past century has four characteristics: contemporary,teacher-educational,local and life-oriented.The era is reflected in the influence of national policies and education development;the teachertraining is reflected in the cultivation of moral quality and professional skills;the locality is reflected in the value orientation of serving the countryside and farmers;the life is reflected in the characteristics of life education and management mode.It further puts forward four enlightenments for the cultivation of rural teachers today: firstly,to strengthen the policy preference to ensure the quality of teaching;secondly,to enrich the training mode to ensure the stability of teaching choice;and then to cultivate local feelings and establish the consciousness of teaching;The last is to reform professional education and cultivate the comprehensiveness of teaching.