Education for Poverty Alleviation: Need to Improve Teachers' Level in Poverty-stricken Areas?

The core goal of education precision poverty alleviation is to vigorously improve the education level and quality in poverty-stricken areas. However, for underdeveloped areas that need support, especially remote rural areas and ethnic minority areas, due to the limitations of objective conditions, there is a big gap between the overall quality of teachers in these areas and developed areas, mainly as follows: First, the educational concept is relatively old and lags behind the development of the times; Second, teachers' professional skills are low, and most of them still stay at the level of relatively traditional teaching methods; Third, teachers' professional ethics are not high, and they have no motivation to take root in poor areas. Fourth, there are fewer opportunities to participate in high-quality teaching and research training in time, and the awareness of improving the level of teaching and research is relatively weak. These factors not only lead to the low level of education and teaching in poverty-stricken areas, but also affect the quality and effect of accurate poverty alleviation through education.

An important link in the work of education precision poverty alleviation is to improve the level of teachers in poverty-stricken areas, improve the soft environment of education in poverty-stricken areas, and change the way of supporting education in poverty-stricken areas from "blood transfusion" to "hematopoiesis", so that the promotion and stability of education in poverty-stricken areas can achieve sustainable development. Therefore, in order to better build a qualified or even high-quality teacher team in poor and underdeveloped areas, it is necessary for the government, schools and teachers to give full play to their respective initiatives, coordinate with each other and develop together, so as to achieve the purpose of promoting the improvement of teachers' level in poor areas.

Give full play to the main role of the government in the construction of teachers. The government is the main body to improve the level of teachers in poor and underdeveloped areas. We should take the initiative from the aspects of policy measures, funding guarantee, supervision and evaluation, resource allocation, etc., and vigorously tilt towards poor and underdeveloped areas and remote rural schools to consolidate and promote the construction of teachers. For example, in order to ensure the quality of teachers' construction, the deep poverty-stricken areas in "three districts and three states" constantly improve the mechanism, tap the potential, and supplement primary and secondary school teachers through multiple channels; Kashgar, Xinjiang actively relies on policies to win over special post teachers and free normal students to supplement schools in remote and poor areas, with 26,799 teachers from 2065,438+065,438+0 to 2065,438+07. Qinghai Province has established a supplementary mechanism for rural teachers with overall planning, strict standards and accurate recruitment at the provincial level, and ensured the quality of newly hired teachers from the source through measures such as "provincial standards, city and state examinations".

Improving the comprehensive quality of teachers in poor areas through project practice. Education authorities are the direct managers and implementers of improving teachers' quality, and should actively cooperate with schools to supplement teachers in poor and underdeveloped areas in time by implementing different special plans to improve teachers' quality from point to area. For example, we can solve the structural shortage of qualified rural teachers through measures such as "special post teacher plan", "free orientation training plan for normal students", recruiting outstanding retired teachers to help each other, and hiring part-time teachers to teach regularly. We can also set up a special recruitment plan for teachers in rural schools to expand the ranks of teachers in poverty-stricken areas. In addition, it is necessary to further accelerate the information construction of education in rural and pastoral areas, and provide a steady stream of power for the development of poverty alleviation and modernization of education.

Regularly carry out teacher training and vigorously improve the quality of in-service teachers in poverty-stricken areas. On the one hand, teachers in poor areas should broaden their horizons and improve their status through timely and effective theoretical training; On the other hand, through excellent teacher demonstration training, high-quality school practice, and pairing assistance between urban and rural schools, the teaching skills of teachers in weak schools in poverty-stricken areas are continuously improved. For example, the Wulanchabu Municipal Party Committee and the Municipal Government of Inner Mongolia have continuously strengthened the training of school teachers through the "National Training Plan" and the city-wide rural teacher training plan. According to statistics, all the local 2888 rural full-time teachers participated in on-the-job study and further education. The municipal finance allocates 3 million yuan each year, and the counties allocate 300,000-500,000 yuan, which is mainly used for modern educational technology training of rural teachers. By 20 17, each rural teacher will have received no less than 50 hours of special training on modern educational technology, which has greatly improved the ability and level of modern information technology education for rural teachers.

Give teachers in poor areas material and spiritual support and rewards on a regular basis. For teachers who have worked in poverty-stricken areas for a long time, we should improve the material treatment in time, establish an honor recognition system, give spiritual praise, and establish a sense of honor in working in poverty-stricken areas. The Support Plan for Rural Teachers (20 15-2020) issued by the General Office of the State Council on 2015 puts forward the requirements of "improving the living conditions of rural teachers" and "establishing an honor system for rural teachers", and some areas have also begun active practice, such as the "three districts and three states" party committees and governments in terms of wages, professional titles promotion, work and life. Qinghai, Ningxia, Yunnan and other places have awarded honorary certificates to teachers who have taught in rural schools for 30 years, given subsidies and rewards to teachers who have worked in rural primary and secondary schools for more than 10 years, and provided rural teachers with welfare benefits such as teachers' turnover rooms and public rental housing. These measures have played an important role in promoting the stability and quality improvement of rural teachers.

Teachers should change their ideas in time and take the initiative to improve their comprehensive quality. External factors can only play a real role through internal factors, and so can the improvement of teachers' quality. For teachers in poor areas, the change of ideas is the basis for improving their comprehensive quality. Only by realizing the importance and necessity of improving comprehensive quality ideologically can we actively practice from the heart and constantly seek, utilize and create conditions to improve comprehensive quality. And actively changing ideas is also the ability that teachers should have to adapt to the development of the new era. Therefore, teachers in poor areas should actively participate in the study and training inside and outside the school according to their own conditions and needs, and constantly promote their own development. Only in this way can we improve our comprehensive quality and adapt to social development. Only by improving teachers' level and professional ethics can we give students in poor areas intellectual and intellectual support and finally cut off the root of poverty.

Therefore, in order to promote the construction of teachers in poverty-stricken areas and ensure the overall quality of teachers, we must coordinate the overall arrangement at the government level, the specific practice at the school level and the teachers' own efforts, and finally achieve the goal of ensuring the quality of education and helping the poor by continuously improving the quality of teachers.

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