China News Service, Changchun, September 5 (Reporter Guo Jia) The "New Era Chinese Teacher Team Building: Achievements, Challenges and Measures" compiled by Northeast Normal University was published in Changchun on the 5th.

The report pointed out that from 2010 to 2020, China's teaching staff continued to expand, but still faced multiple challenges such as imbalances in regional development, significant differences between urban and rural areas, and structural proportions to be optimized.

　　On the same day, celebrating the 37th Teacher’s Day and 2021·China Teacher Development Forum was held at Northeast Normal University.

Li Guang, executive dean of the Teacher Education Research Institute of Northeast Normal University, said in an interview that the report comprehensively sorts out the achievements of China's teacher team building in the past ten years, and also makes judgments on its future development trends.

　　The report shows that in 2010, the total number of full-time teachers in ordinary primary and secondary schools in China was 10.658,700. By 2020, this number will increase to 12.2281 million, accounting for 91.13% of the total number of faculty and staff.

The average annual growth rate of full-time faculty exceeds the average annual growth rate of the total number of faculty members.

　　The report shows that the educational level of teachers in ordinary primary and secondary schools in China has been significantly improved.

The proportion of primary school teachers with a bachelor's degree or above has increased the fastest, from 23.71% in 2010 to 66.00% in 2020.

In 2010, there were only 55,200 full-time teachers with postgraduate education in ordinary high school teachers, and by 2020, this number has increased to 221,700.

　　The report also shows that the construction of teachers in western China has been significantly strengthened.

As of 2020, the scale of full-time teachers in elementary schools, junior high schools and regular high schools in the western region will reach 1,852,200, 1,076,300 and 546,300 respectively, a cumulative increase of 272,200 over 2010.

During this period, the number of substitute teachers dropped sharply.

　　At the same time, the report also pointed out the challenges faced by the construction of the Chinese teaching staff.

　　In terms of regional development, the faculty of central China is weak, and the student-teacher ratio is higher than that of the eastern and western regions. In particular, the student-teacher ratio in junior high schools has shown an upward trend year by year.

At the same time, the number of substitute teachers in primary and secondary schools in the central region is significantly higher than that in the eastern and western regions, which has become a "collapsed" area in the construction of China's teaching staff.

　　Another noteworthy phenomenon is the serious loss of teachers in Northeast China, which has decreased by 77,100 in the past ten years.

The decline in the number of teachers in Northeast China is mainly reflected in the elementary and junior high school stages.

Li Guang pointed out that the reasons behind this phenomenon are complex, but there are also traces to follow. During this period, the number of students in the Northeast region also dropped significantly, and the number of primary and secondary school students decreased by 2,222,200 in the past ten years.

　　In terms of the differences between urban and rural areas, the number of rural teachers has not yet met the actual needs, and the quality of teachers is also manifested in the lack of high-quality teachers, especially the weak teachers of small-scale rural schools.

Li Guang said, however, the proportion of teachers with senior professional titles in rural areas has grown faster than that in urban areas over the past ten years, which shows the strength of relevant national preferential policies.

　　The report also pointed out that there are still challenges in the structure of China's teaching staff that the aging of the teacher group is becoming more prominent, the gender structure of primary school teachers is seriously unbalanced, and the proportion of professional teachers in teacher training is declining year by year.

Li Guang believes that these trending issues have a profound impact on the development of education and should be paid enough attention to make relevant plans in advance.

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