Research On The Current Situation And Promotion Strategy Of Rural Primary School Teachers’ Teaching Monitoring Ability

Improving the literacy of rural primary school teachers is the key to promoting the quality development of rural basic education.In the overall literacy structure of teachers,teaching monitoring ability occupies a central position.The development of teaching monitoring ability is helpful to give full play to teachers’ teaching initiative and is of great significance to realize the systematization and optimization of teaching.Therefore,in order to understand the current situation of rural primary school teachers’ teaching monitoring ability,based on the existing research results,this study further divided the structure of teachers’ teaching monitoring ability,and investigated 265 rural primary school teachers from four aspects: teaching plan monitoring ability,teaching evaluation monitoring ability,teaching regulation monitoring ability and teaching reflection monitoring ability.The survey results show that the overall performance of rural primary school teachers’ teaching monitoring ability is good.In the specific dimensions,teachers have the highest score in the dimension of teaching plan monitoring ability,followed by teaching evaluation monitoring ability,teaching adjustment monitoring ability and teaching reflection monitoring ability.In terms of the differences of rural primary school teachers’ teaching monitoring ability,teachers with different teaching age,gender and professional title have significant differences in the four dimensions of teaching monitoring ability;However,teachers with different educational background,positions and schools have differences in teaching monitoring ability as a whole,and there are no differences in some dimensions;The level of teaching monitoring ability of rural primary school teachers in different classes and grades has no significant difference in each dimension and the overall scale.At the same time,it is also found that there are still the following problems in the teaching monitoring ability of rural primary school teachers:(1)insufficient monitoring of teaching design,lack of accuracy and innovation;(2)The monitoring of teaching evaluation is single,and the evaluation objects are unbalanced;(3)The lack of effectiveness of teaching regulation and the unreasonable setting of classroom questions;(4)The consciousness of teaching reflection is weak,and the ability of reflection monitoring is lack.Through interviews with front-line rural primary school teachers,this paper summarizes the reasons affecting the performance of teachers’ teaching monitoring ability from three aspects: teachers,students and schools,and puts forward strategies to improve the monitoring ability of rural primary school teachers.The first is the individual level of teachers,which requires teachers to strengthen their sense of responsibility,strengthen their awareness of teaching monitoring and promote the automation of teaching monitoring.The second is the school management level.Schools need to reasonably allocate teaching resources,innovate teacher training mode and improve teacher management system for the development of teachers’ teaching monitoring ability.The last is the social support level.The society needs to affirm the value of rural teachers,create a loose range of public opinion,provide diversified social support and improve teachers’ professional ability.