Proceedings of the 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017)

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Development Approaches of Teachers Supporting Education Under the New Situations

Authors
Yunfan Chen
Corresponding Author
Yunfan Chen
Available Online July 2017.
DOI
10.2991/essaeme-17.2017.210How to use a DOI?
Keywords
Support education, Rural education, Poverty alleviation
Abstract

Through the questionnaire survey form, the paper investigated the two hundred teachers supporting rural education in Jiangyou County in Sichuan Province from the perspectives of age structure, degree distribution, work time, turnover reasons, reasons for supporting rural education to analyze the overall individual situation of teachers supporting education as well as some changes in the teaching process. Finally, measures to solve such problems from the government and social levels are put forward in the paper.

Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
July 2017
ISBN
10.2991/essaeme-17.2017.210
ISSN
2352-5398
DOI
10.2991/essaeme-17.2017.210How to use a DOI?
Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

risenwbib
TY  - CONF
AU  - Yunfan Chen
PY  - 2017/07
DA  - 2017/07
TI  - Development Approaches of Teachers Supporting Education Under the New Situations
BT  - Proceedings of the 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/essaeme-17.2017.210
DO  - 10.2991/essaeme-17.2017.210
ID  - Chen2017/07
ER  -