Research Project on Specialization Construction of Rural China's Small Teachers Team

Project name

Research on the Specialization Construction of Rural Chinese Small Teachers Team.

The purpose, innovation and value of the research

Building a high-quality rural teacher team is the “top priority” for the development of rural education. The current situation of rural teachers in China is not optimistic, and the viability and sustainable development ability of rural teachers are very fragile. Its performance is that the overall level of rural teachers is slow to improve; the conditions of rural teachers are difficult, the work pressure is large, the space for self-development is narrow, and the way for the professional development of teachers is blocked.

At present, the research on the construction of teachers in China is a study on the giants of teachers, including education investment, teacher equipment, teacher training, etc., while the research involving the professional development of teachers is a partial study. In recent years, we have also studied the professional construction of rural Chinese teachers in rural areas from different aspects, and promoted the research results and achieved good results. However, these studies have not been studied from the overall development level of teachers, and they have not played a guiding role in the overall development of the Chinese small teachers team.

International research on teacher professional development has a long history, but its research results can only be borrowed and cannot be copied. We stand at the forefront of the world's education reform, recognizing that research on the professional development of teachers will have a major impact on education and play a direct role in the development of education in a region.

1. The professional quality of teachers should be sustainable. As a social profession, it is not enough for a teacher to obtain a certain degree of education and obtain a teacher qualification certificate, although this is the most basic prerequisite. The improvement of professional quality and sustainable development of Chinese small teachers is the premise of sustainable development of schools and the fundamental guarantee for improving the quality of education and promoting quality education.

2. The professional development of teachers should be based on school. Teacher jobs are in school, and teacher professional development is also produced in school and classroom practice. Chinese small schools should and must become an important base in the process of teacher professionalization. The school is an important place for the professional development of teachers. The process of teachers discovering problems, researching problems and solving problems in work practice is the process of professional development; the professional development of teachers is closely related to the development of schools, and the process of professional development of teachers is also the process of improving the quality of education and teaching.

3. Teacher professional development is the process of teacher training. Through school-based training and online learning, teachers truly experience the value of professional development. Through school-based training, improve the level of educational theory; through school-based teaching and research, improve the level of education and teaching; through the network platform, further improve the communication space and learning areas, thereby generating the power to further enhance self and development.

4. Full-time teaching and research staff leads the professional development of Chinese small teachers. The basic education curriculum reform requires teachers to have educational concepts, curriculum awareness, teaching ability, modern educational technology ability, research ability, reflective ability and professional working methods that are compatible with the new curriculum. These are new to teachers. The challenge also provides a broad space and stage for the professional development of teachers. As a researcher, we are concerned about how to provide professional support to teachers. The research and development staff grow up in the school, the research experience is rooted in the education and teaching practice of the school, and the theoretical research extends to the new field of education and teaching, so that the research becomes a research under the state of “real and credible”. The research carried out is in education and teaching. Difficulties, research behaviors are carried out in the process of education and teaching, and the results of the research are the result of education and teaching.

Based on the professional development needs of teachers, the study of the school's teaching and research staff as the researcher, the school-based resources, the Chinese small teachers to participate in the action research, and the professionalization of the teaching team, is still a blank, the school-based teacher education Networking has practical guiding significance. Linking the scientific research behavior of teaching and research personnel with the professional development of Chinese small teachers to carry out effective and targeted research, explore the general paradigm of teaching professional development work with scientific research topics, and form the general theory, methods and approaches for the professional construction of rural teachers. To promote the overall development of the teaching team. These we have not paid attention to before, which is the significance of our research on this topic.

Research characteristics and innovation of the subject

It broadens the research field of teacher professional development and the combination of school-based training, network communication, and teaching and researcher guidance, and studies an effective way to solve the professional development of rural Chinese teachers. In action research, teachers from traditional passive education teaching become participants in the subject research, so that teachers have the academic status of educational science research, and the research process itself is the process of professional development of teachers. The research value of this subject lies in exploring a general theory, method and approach suitable for the professional development of rural Chinese teachers, building a professional team of teachers, and further improving the professional level of rural Chinese teachers.

Guiding ideology of subject research

The subject insists on the guidance of Marxism, Mao Zedong Thought, Deng Xiaoping Theory and the important thinking of the "Three Represents", and takes the scientific development concept as the guide, modern education, social psychology theory, school education management theory, constructivist learning theory, Based on the theory of multi-intelligence, Maslow's theory of self-realization, information technology and curriculum integration theory, the scientific research plan for the professional construction of rural Chinese teachers is planned. Through the research of the subject, the teaching and training work is promoted, and the whole city is improved. The quality of teachers achieves the overall goal of professional development of teachers.

Theoretical basis

1. Modern pedagogy theory. 2. Theory of educational management. 3. Maslow's theory of self-realization. 4. Constructivist learning theory.

5. Multi-intelligence theory. 6. Social psychology theory. 7. Information technology and curriculum integration theory.

Definition of the subject

1. Teacher: The research object is a small Chinese teacher in rural China. The “teacher” refers to a small Chinese teacher in rural China. The research topic is specifically the rural Chinese small teacher in Linjiang City.

2, teacher specialization: This concept, we should understand from both dynamic and static aspects. From a dynamic point of view, teacher specialization mainly refers to the teacher's development process of gradually becoming a professional on the basis of strict professional training and continuous initiative learning. The realization of this development process not only requires the teachers' own initiative and efforts to promote and improve their professional ability, but the creation of a good external environment is also an indispensable condition for the professional growth of teachers, such as actively accepting teachers. Professional pre-vocational education, on-the-job training opportunities and conditions, establish strict teacher selection and appointment standards, establish professional organization of teachers and form professional norms of teachers. In the professional growth of teachers, the two factors of their own and external environment are interaction, mutual promotion and indispensable. From a static point of view, teacher specialization refers to the fact that the teacher profession truly becomes a profession, and the teacher becomes a professional recognition of social development. Therefore, the professionalization of teachers is not only the process of teacher training and teacher education, but also the goal and development trend of teacher training and teacher education, which reflects the recognition and recognition of teachers' professional level and social status. However, at present, although the professional competence and level of teachers have been greatly developed, compared with professionals such as doctors, lawyers and engineers, the degree of specialization of teachers is still relatively insufficient, and their social status has not reached other professionals. The level of education, therefore, some educators believe that the current teacher profession is developing from "semi-specialization" to "professionalization". "Specialization" has become the direction of future teacher development.

3. Professional development of teachers: The professional development of teachers includes the stage of teacher cultivation and the stage of teaching. The “professional development of teachers” in this research is the constant development of the professionalism of teachers in the teaching stage, and gradually reaches the realm of professional maturity.

4. Content of teacher professional development

Knowledge system: general cultural knowledge, subject professional knowledge, education and teaching knowledge, personal practical knowledge.

Educational ability: including language expression ability, organizational ability, subject teaching ability, modern educational technology ability.

Research ability: The ability of teachers to participate in the research of the subject, embodying the ability of theory and practice to be combined and applied in practice.

Teacher morality: positive emotions, healthy personality, noble sentiment, excellent teacher moral cultivation, stable teachers' psychological quality, and broad educational love.

5, school-based teaching and research: school-based teaching and research refers to the actual development of the school, on the practical problems of education and teaching, with the first-line teachers as the main body, through a certain teaching and research program, to obtain research results, and directly applied to school education and teaching, thus Teaching and research activities to improve the professionalism of teachers and the effectiveness of school teaching. School-based teaching and research will shift the focus of teaching research to the school, with the specific problems faced by teachers in the course of curriculum implementation, with teachers as the research subject, and the participation of theory and professionals. School-based teaching and research emphasizes practical research under the guidance of theory, focusing on solving practical problems, but also focusing on summing up experience, theoretical improvement, law exploration and teacher professional development. Actively promote schools as research centers, classrooms, research rooms, and teachers as researchers. The important work of school-based teaching and research is to explore and form teaching programs to promote the growth of students. Therefore, the development of school-based teaching and research activities is an effective way to comprehensively promote the professional development of teachers.

School-based teaching and research should contain three levels of meaning. The first meaning is: “School-based teaching and research must be based on school development”, emphasizing that it is necessary to start from the actual situation of the school, focus on the practical problems in the school work, and carry out targeted research and research work to serve the educational development of the school. The second meaning is: "School-based teaching and research must be based on teacher development", and the teacher's main position in school-based teaching and research must be established. Let teachers become the masters of research, through the school-based research to train teachers, improve the quality of teachers, and serve teachers' self-development and value. The third meaning is: "School-based teaching and research must be based on student development". Education is the cause of cultivating and developing people. School-based teaching and research should study students, follow the laws of students' physical and mental development, and especially solve the problems in the process of student development. The problem must be targeted, pragmatic, and opposed to formalism.

6. School-based training: The name of school-based training was first produced in the 1970s, mainly from the United States and the United Kingdom. This is based on the teacher training method that is out of phase with theory and practice. The first meaning is for the school, the second is in the school, and the third is based on the school.

The concept of "school-based training" in China was first proposed in the "Opinions on the Implementation of the "Continuing Education Project for Chinese Primary Teachers" by the Ministry of Education in 1999. "China is an important base for continuing education for teachers, ... It is necessary to formulate teacher training programs for the school, establish teacher training files, and organize various forms of school-based training." School-based training, as an important form of continuing education for teachers in the future, is more in line with China's geographical distribution, heavy training tasks, shortage of funds, and maintaining normal school teaching order. It has become a complementary operation with the advantages of separation training. Wide attention. The important work of school-based training is to form teaching cases, to achieve the purpose of professional guidance and reflection, and to achieve the professional development of teachers.

At present, the more unified statement is that school-based training is a full-fledged member of the education administrative department and organized by the school to promote the professional development of teachers. Under the guidance of educational experts, all teachers are trained through education, teaching and educational research activities. Sexual continuing education activities.

7. School-based training, school-based teaching and research

School-based training and school-based teaching and research can not be separated, but closely related and coordinated. School-based training focuses on solving problems that are temporary and contingency, while school-based teaching focuses on solving those that are everyday and take a long time. solved problem. Many problems in many cases are often started by school-based training, and are implemented and tested by school-based teaching and research, that is, centralized training → special analysis and discussion → self-repair and reflection → re-discussion, re-communication → next round of activities.

The basic starting point of school-based training and school-based teaching and research is “school-based”. “School-based” is not to exclude relevant theories and expert guidance, but under the guidance of experts, theoretical workers, teaching and research personnel, etc. "Advanced educational theory, timely diagnosis and evaluation, research and analysis of teachers' teaching; its main method is not to focus on studying out, but to advocate "school as research center", "classroom is research room", " The teacher is the researcher"; its purpose is to strengthen the communication and cooperation between teachers and teachers, between theory and practice, to form the internal mechanism of professional mutual assistance, self-improvement and self-innovation, and become a learning organization and learning in the true sense. School. In particular, in school-based teaching and research activities and training activities, teachers have the opportunity to openly and freely discuss issues encountered in curriculum reform. In this process, the teacher is an active researcher, thinking rationally with questions and confusion, rather than passively accepting. For teachers, this is a process of continuous growth and mutual assistance.

8. School-based textbooks: According to the spirit of the "Basic Education Curriculum Reform Outline", school-based textbooks refer to the extensive development and screening of learning resources inside and outside the school based on the modern educational ideas and related theories under the guidance of the "Course Standards" framework. Under the premise of not increasing students' learning burden, the school has a school-based personalized teaching material to enrich students' scientific and cultural knowledge, expand students' horizons and improve students' comprehensive practical ability, and form a unified curriculum system with current subject textbooks. School-based textbooks must be scientific and innovative, embody local and practical, open and effective.

The school-based textbook is a powerful complement to the textbooks, which can enhance the pertinence, adaptability and implementation of the textbooks. The development and construction of school-based textbooks is conducive to students' understanding of local economic development and social progress. School-based textbooks are conducive to educating students about their love for the motherland and their hometown.

The construction of school-based textbooks should be "three persistences": adhere to the development of students, pursue the school-based textbooks to the greatest extent close to the students' development needs, expand the space for students to participate in interactive dialogues, strengthen the design of event experience, and oppose the simple development of students to serve teachers. Specialty and school features. Adhering to the development of all students and the professional growth of all teachers, the meaning of the school-based textbooks designed only for some students and only a small number of teachers is incomplete. Adhere to long-term planning, careful design, long-term use of all available resources, not blindly "follow the wind", do not engage in the development of "going lanterns", always regard the school-based textbook construction as a continuous process of continuous reflection, continuous improvement and continuous improvement.

9, mental health

According to the definition of the United Nations World Health Organization, mental health refers not only to no mental illness or metamorphosis, but also to the adaptation of individual social life. It also refers to the perfection of personality and the full potential of psychological potential, that is, to exert personal mood under certain objective conditions. In the best condition. At present, mental health refers to both mental health status and the process of maintaining mental health, preventing psychological barriers or behavioral problems, and comprehensively improving people's psychological quality.

According to the concepts described above, mental health standards should include social adaptation criteria and developmental standards. The former, as most Chinese scholars point out the criteria for mental health: 1. normal cognitive function; 2. moderate emotional response; 3. sound volition of will; 4. objective self-awareness; 5. perfect personality structure; 6. coordination of interpersonal relationships; Social adaptability is good; 8. Positive attitude towards life; 9. Behavioral performance norms; 10. Activity effectiveness. The latter refers to comprehensively improving people's psychological quality, giving full play to people's potential and creativity, cultivating noble and beautiful morality, shaping a perfect personality, and making life value fully reflected in a certain era and environment.

10. Teacher's psychological quality

Professor Chongde defines the teacher's psychological quality as: the teacher's psychological quality is the sum of the psychological quality that the teacher shows in the educational activities and determines the direct and significant influence of the educational teaching effect on the student's voice development.

11. The relationship between teachers' psychological quality and teachers' mental health

Teachers' psychological quality and teachers' mental health are closely related concepts. The psychological quality of teachers refers to the essential characteristics of teachers in their educational and teaching activities, which determine their educational and teaching effects and have a significant impact on students' physical and mental development. The psychological quality of teachers is a system in which the structure and process are unified. The system contains elements such as behavior, knowledge, ability, concept and personality. The psychological quality of teachers as a system, if its structure is complete, in the process of interaction with the environment and others, the various components can coordinate and operate effectively, then the teacher's psychology is healthy. If the teacher's psychological quality system structure is incomplete or not perfect, the system has problems in a certain link or some links in the process of interacting with the environment, resulting in a certain degree of imbalance in the function of the system, teachers in educational activities or daily If the life is not well adapted or the potential is not functioning properly, then the teacher's psychology is not healthy enough or even has certain psychological behavior problems. Therefore, the teacher's mental health level is an important reflection and evaluation index of teachers' psychological quality. The goal of mental health is to comprehensively improve the psychological quality of teachers, and constantly improve their structure in educational practice and life practice, so that the operation of the psychological system reaches the highest and best state.

The profession of teachers is very expensive for the physical and mental consumption of practitioners, and the psychological problems encountered by teachers not only affect the teachers themselves, but also have a negative impact on school education. Because teachers are in a state of irritability, it is impossible to use a good attitude to invest in teaching and class management, and it is easy to cause students to rebound. As a result, the teacher-student relationship has a vicious circle, which will further affect teachers and parents, schools and society. relationship. Judging from the characteristics of teachers' work, some experts believe that teacher work is actually a kind of spiritual work that should be creative, long-term and tense. Teaching activities are often individual labor, which requires a high degree of consciousness and enthusiasm. Therefore, it is easy to form loneliness, solitude and emotional depression. It often produces self-respect in pride and sadness in frustration, which in turn leads to psychological problems. Psychologists believe that the psychological setbacks experienced by people and the lack of correct psychological adjustment are the direct causes of psychological problems. In a sense, the teacher's psychological problem is also the inevitable result of friction, collision and conflict between subjectivity and objectivity, ideal and reality, and between individual and society.

12, the standard of teachers' mental health

Since the teacher's mental health level is an important reflection and indicator of the teacher's psychological quality, what is the standard of the teacher's mental health? The concept and standard of mental health is only the generally accepted standard. We know that the standard of mental health is not static, it will have different meanings with the progress of the times and the changes of society. Similarly, from a horizontal perspective, for different social groups, the standard of mental health should also reflect the particularity of their group, that is, we should make a more specific interpretation of the mental health standards of the teacher group, so that it contains both general psychology. The commonality of health standards also reflects the particularity of the profession of teachers. According to our research and understanding, the criteria for teachers' mental health should include at least the following:

I am sympathetic to the role of teachers, diligent in education, and passionate about education. Can actively participate in the work, show their talents in the education work and thus gain a sense of accomplishment and satisfaction, and avoid unnecessary worries.

Have a good and harmonious relationship. The specific manifestations are as follows: 1) Understand each other's rights and obligations, build relationships on the basis of reciprocity, and coordinate their personal thoughts, goals, and behaviors with social requirements; 2) objectively understand and evaluate others, not by appearance, 3) When you get along with others, positive attitudes such as respect, trust, praise, and joy are more than negative attitudes such as hatred, doubt, jealousy, and disgust; 4) Actively communicate with others. The good interpersonal relationship of teachers in the teacher-student interaction is characterized by the harmonious relationship between teachers and students. Teachers can establish their own prestige, be good at leading students, understand and be willing to help students, and have less dissatisfaction, punishment and hesitation.

13, teacher education

Teacher professional ethics education. Teacher's Morality: The professional ethics of teachers. Suhomlinski once said: "Ethics is the light source that illuminates all aspects of all-round development, and at the same time it is a special and special aspect of human personality," "in the formation of individuality to treat the surrounding natural environment and When the system of attitudes to the social environment always runs through the dominant red line of morality, the spiritual life of the school can become a realistic educational force."

Teacher's morality is perfect in psychology, and the mentality is sound in the teacher's morality.

14, network training

This research is based on the Jilin Province teacher blog network platform as a system, through the establishment of blogs, the teacher's training results are posted on the blog, to support teachers distance learning exchange. The Jilin Province teacher blog is based on the Internet and has a flexible, reliable, secure and scalable network management system, including the management features of the device itself and a graphical network management platform to effectively manage the system and services.

15. Information Technology

Information technology is sensing technology, communication technology, computer technology and control technology. Sensing technology is the technology for obtaining information, communication technology is the technology for transmitting information, computer technology is the technology for processing information, and control technology is the technology for using information.

Put another way, information technology refers to the technology of collecting, identifying, extracting, transforming, storing, transmitting, processing, retrieving, detecting, analyzing and utilizing information. Information technology refers to a system of means and methods for collecting, processing, storing, communicating, and applying information.

The connotation of information technology includes two aspects: means. That is, various information media. Such as print media, electronic media, computer networks, etc., is a materialized form of technology. method. That is, the method of collecting, processing, storing, communicating, and applying various information by using information media is a smart form of technology. Information technology is composed of two elements of the method of information media and information media.

16. Modern educational technology

Mr. Li Kedong gave a definition in the book "New Modern Educational Technology Foundation": "Modern educational technology is the use of modern educational theory and modern information technology, through the design, development, utilization, management and management of teaching and learning processes and resources. Evaluation to achieve the theory and practice of teaching optimization."

Target of research

Promote the harmonious development of teachers' mental health through teacher-education education, school-based training to promote teachers' professional growth, school-based teaching and research to promote the development of teachers' teaching level, school-based textbooks to promote the professional development of art teachers, and modern education technology support teachers to conduct online research and other comprehensive research. Form the general theory, methods and ways of professional construction of rural teachers, improve the professional quality of teachers in China, and build a small team of rural Chinese teachers with professional standards within the professional field of teachers.

Basic content of the subject research

On the basis of the original professional level, the teachers have been improved and developed in different ways in terms of knowledge system, educational ability, research ability, and teacher literacy through various methods and approaches, and pay attention to the development of individual teachers while improving the overall professional level. The professional quality of teachers, not the development of all teachers at the same level and at the same level. The specific contents include: teacher moral education promotes the harmonious development of teachers' mental health, school-based training promotes teacher professional growth, school-based teaching and research promotes the development of teacher's subject teaching level, develops school-based textbooks to promote the professional development of art teachers, and develops modern educational technology network training to promote teacher training Improve ability.

Task decomposition

Teacher's Moral Education Promotes the Harmonious Development of Teachers' Mental Health: The Department of Training.

School-based training promotes teacher professional growth research: Teacher Training Department.

School-based teaching and research promotes the development of teacher's subject teaching level: China Small Teaching and Research Department.

The development of school-based textbooks to promote the professional development of art teachers: the Arts Department.

Modern educational technology supports teachers to conduct online research and research: Information Technology Office.

Steps in the subject research

1. In the preparation stage, investigate the professional development needs of teachers and formulate research plans. The task is broken down into specific personnel and a corresponding research plan is developed.

2. Implementation stage

The members of the research team conduct comprehensive planning research on the research tasks they are responsible for and formulate corresponding research plans.

The members of the research group are the organizers of the professional development of Chinese small teachers. They investigate the professional development needs of teachers, formulate teacher professional development standards and teacher professional level evaluation programs in the research of the subject, and complete the pre-test of teachers' professional level as the initial conditions for research comparison. After the study is over, a comprehensive comparative analysis is required.

Members of the research team should regularly collect and analyze the professional development needs of teachers and feedback information on the research process of this topic, and do a good job of the academic research journal as a basis for improving research work.

The members of the research team combined with the teaching and research year activities to carry out scientific research work and guide Chinese small teachers to carry out "six-one activities", namely: practice an educational concept, solve a problem in teaching methods, provide a research case, and write a set of semester acceptance. Test questions, design an excellent lesson plan and courseware, and write a profound reflection on teaching.

The members of the research team should study in the form of listening to classes, reading professional books and periodicals, going out to study, discussing relevant issues with colleagues, and searching resources on the Internet, writing scientific reflections, and improving their theoretical level and actual scientific research ability in scientific research.

According to the research progress of the subject and the needs of the members of the research group, training and seminars will be held, and action research training, education technology application training, school-based training experience exchange meeting, and case teaching analysis meeting will be held.

The Chinese small teachers involved in the research project should publish the learning experience, research new achievements, stage results, educational reflections, teaching logs, educational essays, teaching cases, scientific research journals, scientific research reflections and other materials on the blog of teachers in Jilin Province. Play the goal of professional leadership, experience sharing, reflection improvement, and common development.

The members of the research team will submit an achievement in the middle of the research project, which can represent their professional level educational papers, stage summary, research reports, etc., and publish them in educational journals.

3. Summary stage

The members of the research team conducted a sub-topic research report.

The project leadership team evaluated the subproject research.

The project leading group wrote a report on the completion of the study on the professional growth of rural Chinese small teachers.

Screening outstanding achievements and compiling the theory and practice of professional development of rural Chinese small teachers.

Method of research

1. Literature research. It is necessary to do a literature review around the issue of professional development of teachers, collect and understand the research results of professional development at various stages of teachers at home and abroad, and provide reference and reference for this topic, laying the foundation for the follow-up study of the subject.

2. Investigation and research. Through the symposium, teacher questionnaire and teacher archives, we can understand the existing professional quality level and professional development needs of teachers.

3. Comparative research. Through comparative research, we can find the different requirements, different characteristics and different rules of Chinese small teachers in the process of professional development, and understand the different experiences and practices of domestic and foreign teachers in the professional development of teachers.

4. Action research. Based on the actual situation of the research, identify the problems faced by the teachers, find effective countermeasures, continuously improve the school management and education, and let the Chinese teachers get real professional development with the advancement of the research. With the goal of solving practical problems, teachers are both actors and researchers. Researchers should work with Chinese teachers to solve a practical problem in order to improve the professional quality of teachers. By studying the needs of practical workers, research projects are carried out in actual work, and practical workers and researchers participate in the project. The research results are understood, mastered and implemented by practical workers, reflecting on improvement in research, solving practical problems, and improving education and teaching behavior.

5. Case study. Select the typical case of teacher professional development, examine his growth process, study the inadequacies of his successful experience, and discover some rules of teacher professional development.

Principle of research

1. The principle of combining theoretical research with action research. Pay attention to the guiding role of theory in practice. The theoretical basis for guiding education and scientific research is Marxist philosophy, Mao Zedong Thought and Deng Xiaoping's educational theory. Educational researchers should also be familiar with the foundations of modern science as a whole, and learn and understand the theoretical principles and viewpoints of modern psychology, philosophy, sociology, and other disciplines. The research topics come from the needs of practical workers. The research is carried out in practical work. The research is carried out by practitioners and researchers. The research results are understood, mastered and implemented by practical workers. The research aims to solve practical problems and improve social action. purpose. Action research is a research method suitable for front-line teachers. It aims to solve practical problems. Teachers are both actors and researchers. The research object is the teacher's own "action". Therefore, action research is an important feature of action. way. The famous educator Suhomlinski said: "If you want teachers' labor to give teachers some fun, so that every day does not become a monotonous obligation, then you should guide each teacher to go on some work. This happy path of research comes up.” Action research has built a platform for teachers to improve their professional competence. Study in action, reflect in research, learn in reflection, and grow in learning.

- update subject knowledge and improve knowledge literacy in related fields;

——From experience to research, focusing on reflection and practice;

——From paying attention to “teaching” to paying attention to students’ “learning” to learn to teach;

- From the teacher center to the student center, democracy and equality.

2. The principle of unity of direction and science. This principle is to adhere to the political direction of socialism in research activities, but also to combine the correct service direction with the rigorous and realistic scientific attitude. The basic requirements for the implementation of this principle are: consciously applying Marxist positions, viewpoints, and methods in educational and scientific research activities to observe, analyze, and solve major theoretical and major practical problems in educational development and reform. We must adhere to the correct direction of scientific research serving the socialist modernization drive. We must uphold the Marxist scientific world outlook and methodology, adopt a scientific attitude of seeking truth from facts and a scientific spirit of bravely exploring truth in education and scientific research. Respect objective facts, conduct in-depth investigations, master a large number of materials with facts, sum up analysis and research, and discover rules and verification laws.

3. The principle of combining objectivity with comprehensiveness. That is to say, education and scientific research must adopt a strict objective attitude, comprehensively and systematically possess materials, and maximize the objectivity and accuracy of the research process and research results. The basic requirement for the implementation of this principle is that materials should be collected in a comprehensive manner and sufficient facts for research issues should be fully grasped. To collect all kinds of factual materials comprehensively and systematically, we must first consider what materials need to be collected, how to collect them in order to achieve comprehensive requirements, make plans, and follow the plan; secondly, adhere to the systematic work program, not from subjective wishes, Analyze all the data in a scientific, fair and objective manner to find out the ins and outs of the facts. Third, in the analysis and research, if it is found that there is still no material, it should be carefully searched for and supplemented. It should not be subjective and adopt a subjective attitude. We must adhere to the objective and realistic attitude of starting from reality. Scientific research workers must accurately record the factual materials and data collected in observation or experiment. They must follow the strict scientific attitudes and methods to deal with the materials and summarize the conclusions. Even if their research results are contrary to their wishes, they must be absolutely loyal to As a result of the research, the principle of seeking truth from facts should never be violated by personal gains and losses. It is necessary to ensure the maximum reliability and accuracy of scientific research processes and scientific research results. To this end, we must first have a correct and rigorous scientific attitude. Only by seeking truth from facts and not fearing hardships can we obtain reliable and accurate results; secondly, we should rationally choose research methods; third, the materials we collect must be real, comprehensive, accurate, and typical. The observation of phenomena and the record of facts must be comprehensive and accurate. Fourth, materials must be handled correctly and scientifically. Analysis and discussion must be realistic, and rules must be strictly observed when deducing. Fifth, the expression of research results should be high. The accuracy.

4. The principle of combining inheritance and creation. This principle means that education and scientific research should follow the principles of Marxist materialist dialectics and historical materialism. It must not only inherit and inherit the research results of history and predecessors, but also continuously develop and innovate according to the requirements of new practice, so that critical inheritance and development Innovation is dialectically unified. Only by continuous exploration and creation on the basis of inheritance can education and scientific research deepen the understanding and perfect the theory. The courage to explore, first of all to emancipate the mind, not superstitious books, not superstitious authority, dare to break through the shackles of the old forces and traditional ideas, dare to open up on the road that the predecessors have not gone. Secondly, we must constantly exercise our creative thinking quality, overcome the obstacles of habitual thinking, and change the closedness, unity and randomness of thinking mode into openness, multidimensionality and criticality. In addition, he is good at treating failures in scientific research, and is good at summing up experiences and lessons in setbacks and failures, and establishing a perseverance that does not return.

5. The principle of combining qualitative research with quantitative research. Everything that exists objectively is a unity of quality and quantity. In education and research, there should be not only qualitative analysis of the objects studied, but also quantitative statistics. Qualitative is often the premise of quantification, while quantification is qualitative precision. In education and scientific research, the principle of combining qualitative and quantitative means that not only the quality of things, but also the quantity of things should be paid attention to in the research, and the quantity of statistics should be used to reflect the quality of things, standardize scientific research, and make research The result is accurate. Carry out the basic requirements of the principle of combining qualitative and quantitative: it is necessary to go deep into reality, observe carefully, and grasp the truth of things. Pay attention to the number of things when you understand the quality of things. The quantity and quality of any objective thing are intrinsically linked. The quantity without quality does not exist, and the quantity without quality does not exist. It is necessary to use the means of statistics and measurement correctly.

6. Systematic and holistic principles. Systematic Principles The systematic principle refers to guiding research activities with a holistic, systematic perspective. Scientific research must focus on the connections between things and have a holistic view of the system. It is necessary to consider the interrelationship between education and society and analyze the impact of the family environment and the system environment. It is also necessary to pay attention to the overall systematic research and comprehensively explore the problems in educational practice.

7. The principle of combining group research with case study. People can't live alone, and teachers are the same. A realistic person always has to live in a certain social environment, depending on economic and political status, race or ethnicity, community, age, gender, occupation, blood, interests, beliefs, etc. Other people form a certain social relationship and participate in a certain group life. Moreover, a person usually belongs not only to one group, but also to members of several groups at the same time. The social group life is the basic lifestyle of people. Instead of studying the group of teachers in our minds, we should study the actual group of teachers in the school. The issue of teacher groups should be analyzed in the context of rural education, and research should not be conducted in isolation. It is necessary to analyze the teacher group from the principle of action, such as the education and teaching activities of teachers. Teachers are the main body of education and teaching activities, and observe the professional development of teachers in education and teaching activities. It is necessary to analyze the teacher group from the perspective of development and divide the teacher development into different levels and stages of development. The case study method is a method of deep and specific research on a single subject. Case studies can be conducted by individuals or by individual groups or institutions. The former is a case study of one or a few teachers, and the latter is a case study of a teaching and research group or school teacher. Case studies generally conduct a comprehensive and in-depth examination and analysis of some typical characteristics of the research object, which is the so-called "anatomy of the sparrow" method. At the same time, the case study not only stays at the level of research and understanding of the case, but also needs to understand the causal relationship between education and development, and propose some positive educational countermeasures in order to teach students in accordance with their aptitude. In general, the individual as a case study should have the following three salient features: first, whether there is significant behavior in a certain aspect, and second, whether some of the measurement evaluation indicators related to this aspect are different, Third, teachers, parents and other major stakeholders have similar impressions and evaluations.

Result form of research

1. Preparation stage: compilation of subject materials, current situation investigation report, and research project.

2. Implementation stage: compilation of research materials and contents, experience summary in the research process, some research papers, teacher blogs.

3. Summary stage: Sub-project research report, topic completion report, and the book "Theory and Practice of Rural Chinese Primary Teacher Professional Development".

4. The final form of results: a report on the completion of the study on the professionalization of rural Chinese small teachers.

Organization and division of personnel for research

1. Basic information of researchers

Researchers already have a certain level of knowledge.

Researchers have a strong level of education and research.

Researchers have strong educational practice skills. The research group consists of the teaching and research staff of the training school. This is the most powerful practical guarantee for the successful implementation of this project.

2. Subject organization and management

The leader of the research team: Yu Qingli.

Members of the research group: Heads of various departments of the school.

Division of members of the research team:

Yu Qingli, the general manager of the project, is responsible for the writing of the project plan and research report, guiding the members of the research team to complete relevant research tasks, and focusing on the theoretical research on the professional development of teachers. Responsible for the specific work of the subject research, focusing on the teacher professional development framework and implementation plan.

Sub-projects are carried out by the responsible person to conduct research work and lead researchers to conduct research on topics.

Teacher's Moral Education Promotes the Harmonious Development of Teachers' Mental Health: The Department of Training.

School-based training promotes teacher professional growth research: Teacher Training Department.

School-based teaching and research promotes the development of teacher's subject teaching level: China Small Teaching and Research Department.

The development of school-based textbooks to promote the professional development of art teachers: the Arts Department.

Modern educational technology supports teachers to conduct online research and research: Information Technology Office.

Each member of the research team conducts research at various levels of teacher professional development and guides the professional development of Chinese small teachers, and is responsible for the research and promotion of sub-projects undertaken. Responsible for the day-to-day management of research projects, including research work arrangements, activity records, data accumulation and collation.

3. Research budget

According to the characteristics of the subject research, the number of researchers, the scope of research, the many issues involved in action research, the complexity of research techniques, and the guiding role of research results, it is proposed to require 46,000 yuan of research funding. Based on the principle of saving, efficient and reasonable use of funds, the use of research funds is as follows:

Explosion for the opening of the exam: 1,000 yuan; travel expenses for action researchers: 10,000 yuan; investigation, research, guidance, small meeting fee: 10,000 yuan; data fee: XX yuan; conference fee: 3,000 yuan; network platform management, maintenance fee: 10,000 yuan; expert consultation fee: 3,000 yuan; essay printing fee: 5,000 yuan; other: XX yuan

Total RMB: 46,000 yuan

Main reference: slightly