1. 1

Weak sense of professional development and poor initiative

The participation of primary and secondary school teachers in continuing education, training, teaching and research is generally managed by the higher authorities.

It is required by the school to attend. Teachers' participation in scientific research activities is also based on the pressure of professional title evaluation. There is no pressure after evaluating senior professional titles, and they will not take the initiative to do scientific research. Teachers are less demanding of themselves. They only need to teach books well and manage students well, but they don't require themselves to be researchers and introspectives on education and teaching problems, which reflects that the initiative and enthusiasm of teachers' professional development are not high and they lack effective encouragement and guidance. 1.2

Did not take advantage of the powerful advantages of information technology

Information technology has not played its advantages in supporting teachers' learning, scientific research and reflection, such as rich resources, timely updating, diverse interaction, fast communication and freedom of time and space. Some schools shut down the Internet and electronic lesson preparation room directly because teachers often chat on QQ and Taobao and play games on the Internet, making information construction a decoration. Teachers don't study or prepare lessons after class, let alone write educational narrative blogs. 1.3

Personal development, lack of communication and cooperation.

Teachers in primary and secondary schools take an individual approach in teaching reflection and scientific research study, and there is less communication and cooperation among groups. Without the support of the Internet, there will be less exchanges and cooperation between teachers between schools and even the whole province and the whole country, and the opportunity to enjoy educational and teaching resources and practical experience and solve personal problems with the help of group wisdom will be lost. 1.4

The effect of on-the-job training and continuing education is not good.

In recent years, schools and competent departments at all levels are keen to develop more in-service teachers.

Some achievements have been made in training and education. However, the survey found that the effect of short-term intensive training is not ideal. Many teachers reported that participating in various trainings really broadened their horizons and learned some new educational concepts and technical means, but they could not be well combined with teaching practice in practical work. First, the degree of theoretical mastery is not enough to fully guide their teaching practice, which also comes down to the lack of training places and expert guidance in practical teaching; Second, the content and methods of training can not be closely linked with the actual situation of teachers, which leads to the decrease of teachers' learning enthusiasm. 1.5

The professional development of rural teachers is worrying.

The professional quality of urban and rural teachers is obviously different, and urban and rural teachers are weak in many dimensions such as academic qualifications, professional titles and professional functions. In terms of professional development ability, opportunity and initiative, rural teachers are also at a disadvantage, which aggravates the imbalance of teacher resource allocation and becomes a bottleneck restricting the balanced development of compulsory education.