Difficulties and Countermeasures of the Construction of Primary School Science Teachers Under the Background of Rural Revitalization——An Empirical Study Based on the Teaching Competence of Primary School Science Teachers inLiangshan Prefecture
Improving the quality of rural education is an important part of the rural revitalization strategy in the new era.Science teachers are professionals who perform the responsibilities of science education and teach-ing,and they are an important factor influencing the quality of science education.In 2022,the Ministry of Educa-tion issued the Notice on Strengthening the Training of Primary School Science Teachers,setting the training of science teachers an important part of teacher team building.In order to deeply understand and analyze the situa-tion of primary school science teachers in China,and to reveal the current situation and group differences of sci-ence teachers'teaching competence,this study took Liangshan Prefecture as an example,selected three cities and counties with good quality,general quality and quality to be improved respectively,and adopted the method of stratified random sampling to conduct situational judgment test and questionnaire survey.A total of 617 data of science teachers were validly collected.The study found that:on the whole,there are more teachers with low teaching competence;41-50-year old is the mature period of science teachers,and teachers'teaching compe-tence decreases slightly after the age of 50;teachers with more than 20 years of teaching experience have the highest teaching competence;teachers'sense of teaching efficacy and awareness of professional self-develop-ment have a significant positive impact on teaching competence,and the sense of organizational support positive-ly regulates the impact of teachers'professional self-development awareness on teaching competence.At the same time,this study identified several prominent problems:there were still a large number of teachers teaching subjects they did not major in,there were a large number of part-time science teachers in the teaching team;the teaching competence of rural teachers was significantly lower than that of urban teachers;the teaching compe-tence of special post teachers was significantly lower than that of teachers on school rolls.These problems reflect the practical dilemmas such as the large gap of primary school science teachers,especially rural teachers,the un-reasonable structure of teachers,the low level of overall competence,and the urgent need to improve the teach-ing competence of special post teachers.With the analysis of influencing factors,the following suggestions are proposed:under the guidance of system construction,strengthen the construction of the science teacher team;on the basis of school governance,build a professional autonomous development environment for science teachers;and through special management and training,improve the scientific teaching level of part-time teachers and spe-cial post teachers.
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