Education Quarterly Reviews
ISSN 2621-5799
Published: 28 December 2020
Analysis and Improvement Strategies of the Phenomenon that What Biology Teachers Teach is not What They Learned in Rural Middle Schools
Bo Peng, Chuanling Zhang, Yanfang Sun, Juan Peng, Xuezhong Sun, Xiayu Tian, Mengyang Zheng, Ruihua Pang, Wei Zhou, Quanxiu Wang
Xinyang Normal University (China), Xinyang Station of Plant Protection and Inspection (China), Henan XinYang Senior High School (China)
Download Full-Text Pdf
10.31014/aior.1993.03.04.166
Pages: 617-626
Keywords: Rural Middle School, Biology Teacher, Teach not What They Learned, Structural Shortage, Improvement Strategy
Abstract
Rural education is a short board of China’s education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of “what biology teachers teach is not what they learned” in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What’s more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.
References
Bu Q.Z., Geng J.H. (2019). From community curriculum to steam curriculum: A ten-year exploration of school-based courses in a township junior high school. Education Today, 10, 44-47.
Cai X.Y. (2019). “Strangers” in the village: A case study of the identity of young rural teachers. MA thesis. Nanjing Normal University.
Cao S.Y. (2018). Investigation and analysis on the training needs of biology teachers in rural junior middle schools from 2013 to 2017 under the “National Teacher Training Plan” in Henan Normal University. MA thesis. Henan Normal University.
Chen J.H. (2017). Research on the current situation and strategies of rural junior high school biology teachers’ professional growth. MA thesis. Tianshui Normal University.
Guo H.X. (2014). Discussion on the structural shortage of teachers: Dealing with the “battle” of structural vacancy without gunpowder. Teacher Construction: Theory and Policy Edition, 3101-103.
Hao W.W. (2020). To promote the modernization of rural education, it is urgent to comprehensively optimize the structure of the teaching staff. Chinese Journal of Education, 9, 32-37.
Jin T. (2020). Research on social support for rural teachers’ professional development.Journal of Xingtai University, 35(3), 93-96+111.
Li J., Shi Z.L., Xue E.Y. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99.
Liu X.F., Dai X.H. (2020). To solve the problem of urbanization of rural education with urbanization thought: Also talking about the dispute of urbanization of rural education. Education and Teaching Research, 34(9), 29-43.
Liu Y.D. (2020). Strengthening the construction of rural teachers and promoting the balanced development of education. Gansu Education, 17, 22-23.
Ministry of Education. (2020). Reply to recommendation No. 5647 of the third session of the 13th National People’s Congress(eb/ol). http://www.moe.gov.cn/jyb_xxgk/xxgk_jyta/jyta_jiaoshisi/202010/t20201027_496879.html.
Ministry of Education. (2020). Strengthening the construction of rural teachers and developing fair and quality education. Shaanxi Education (Comprehensive Edition), 10, 41-42.
Nan L.L. (2017). Research on training needs of biology teachers participating in national training program in Henan Province. MA thesis. Henan Normal University.
Niu M. (2020). Research on the practice of rural teacher training under the theory of teacher construction of Tao Xingzhi --Taking rural education in Henan Province as an example. Yangtze River Series, 6, 129-130.
Qin Y.Y., Zeng W.J. (2018). What does professional rank mean to teachers? A survey of the multiple impacts of professional rank on urban and rural compulsory education teachers. Chinese Education & Society, 51(2), 117-132.
Shen J.D. (2016). Research on the development and utilization of biology curriculum resources in rural middle schools. Middle School Biology, 32(9), 73-74.
Shen W.Y. (2013). Research on the current situation and strategies of biology teachers’ professional development in rural junior middle schools. MA thesis. Hebei Normal University.
State Council. (2020). Firmly pushing forward the reform of educational evaluation in the new era. Education Today, (11), 6-7.
Wen J., Liu K.D., Lin L.Y. (2018). Investigation and analysis on training needs of biology teachers in rural junior high schools in Guangdong Province. China Educational Technology and Equipment, 10, 18-20.
Weng X.F. (2014). Investigation and research on the professional development status of biology teachers in rural high schools in Fujian Province. MA thesis. Fujian Normal University.
Xiong G.Y. (2018). Investigation and research on the development status of biology teachers in rural middle schools in Jiangxi Province. Journal of Nanchang Normal College, 39(3), 28-33+73.
Xue E.Y., Fu W.Q., Li J. (2020). The situation, problems and paths of popularizing high school education in China [J]. Chinese Journal of Pedagogy, 10, 27-33+46.
Yan Q., Che L.N. (2019). An investigation and research on life satisfaction of rural teachers in China. US-China Education Review A, 9(4), 192-201.
Yang X.Q. (2017). The current situation and countermeasures of biology teaching in rural middle schools. Gansu Education, 12, 81.
Zeng J., Wang X.J. (2018). Retrospect and prospect of the supplementary policies on rural teachers in China in the past 40 years since Reform and Opening-up (eds). Proceedings of 4th International Conference on Economics,Management,Law and Education(EMLE 2018), 71, 934-937.
Zhang J.P. (2013-04-10). Structural shortage of teachers: Obstacles to the development of rural compulsory education. Chinese Journal of Social Sciences, B05.
Zhang W.B. (2020). Problems and countermeasures in the construction of rural teachers. Journal of Luliang Institute of Education, 37(2), 9-12.
Zhao M.R., Fu S.Q. (2018). Rural teacher identity and influencing factors in western China. Chinese Education & Society, 51(2), 91-102.
Zheng H.Y. (2017). Talking about biology teaching in rural middle schools. Exam Weekly, 69, 164.
Zhou H.Y. (2020-09-23). How to build a high-quality teaching team. China Teachers News, 12.
Zhou T.M., Chen J.W., Luo L. (2013). The relationship between consciousness of professional role and work autonomy of rural teachers from Sichuan Province. Psychology, 4(11), 864-869.
Zhou X.P., Chen S., Cheng H.R. (2018). The dilemma and countermeasures of structural shortage of teachers in rural schools. Education Review, 5, 114-117.