Discuss On The Standards Of Quality And Behavior Of The Expert Teachers In The Context Of The New Policy

It is not difficult to find that cultivating the expert teacher is the theoretical premise of the successful implementation of quality-oriented education, the urgent need for fully implementation of the technology and education policy, the goal demands of the professional development of teachers, the necessary condition for smooth implementation of the new curriculum reform, the potential pursuit of free education for normal student policy and the obvious requirements for the "National long-term education reform and development plan outline (2010-2020)", which based on a series of new policy (new education policy). From the current teacher education system, the educational goals of teachers must adapt education policy. Thus the goal of teacher education should be to train the expert teacher at this moment. So, what standards should be based on to develop expert teachers? As the end-result of personnel training is the two dimensions of quality and behavior, thus according to what standards to develop expert teachers, in fact, it is the standard of quality and behavior of the expert teachers. Unfortunately, this problem is not yet clear in theory, and even more confused in practice. Obviously, the standard of the expert teacher's quality and behavior is imperative. The study is not only able to improve the training standards of the expert teacher theoretically, but to provide reasonable training goals and training basis for the majority of teacher training and the training unit in practice, and also be able to provide reference for autonomous professional development of the teachers.Taking the new education policy as the background, the study synthetically uses literature method, speculation method, qualitative research methods, the Delphi method, the general questionnaire and the statistical method, a variety of research methods, starts from the link between the quality structure and behavior characteristics of expert teachers and the standard of the expert teacher's quality and behavior, closely centers on the development of study which its theme is the standard of the expert teacher's quality and behavior. The study is divided into five parts.The first part of the thesis is the introduction, which consists of the first chapter. At first the chapter clarifies the origin of the topics which based on interpretation of the new education policy; then it points out the main problem to be addressed in the study on the basis that combing the relative literature; and later it explains the purpose and significance of this study, the last describes the ideas and methods of this study.The second part mainly studies the theoretical basis of the standards of expert teacher's quality and behavior, which consists of Chapterâ…¡. The chapter further illustrates the meaning of standards of expert teacher (including standards of quality and standards of behavior for expert teachers) on the basis of clarifing the meaning of expert teachers and its related concept and quality structure of expert teachers and behavior characteristics of expert teachers, and discusses the basis to construct the standards of the expert teacher's quality and behavior. Study believe that the expert teachers is refers to the full-time teachers who have a positive affection, reasonable knowledge, excellent skills and extraordinary ability, unique wisdom and so on five typical characteristics for undertaking education; although there is some contact between the concepts of expert teachers and super teacher, excellent teacher, research teachers, scholars teachers, reflective teacher, educator teachers, backbone teachers, senior teachers, but there is a distinctive difference; The standards of expert teachers is a description of the quality structure and the behavioral characteristics, which expert teachers should be prepared. Among them, the quality standards of the expert teacher is a description of the quality structure which expert teachers should prepare, and the standards of behavior of the expert teacher is a description of the characteristics of behavior that expert teachers should have; to build the the standards of expert teachers, the basis on content of the standards of expert teachers (including the quality standards of expert teacher and the behavior standards of expert teacher) come from the relevant educational theory, educational practice and educational policy, and the basis on method of standards of expert teachers (including the expert teacher quality standards of expert teachers and the behavior standards of expert teacher) come from the subjects' relevant theory of educational evaluation and psychometric, and existing relevant practical experience.The third section is devoted to discuss the system of quality standards of the expert teacher, which consist of Chapterâ…¢. The chapter starts from discussing the meaning of the quality standard of expert teachers, it studies the theoretic framework and model framework for the quality standard of expert teachers in the context of the new education policy by compositively utilizting the literature method, speculative method and Delphi method, and then discuss the detailed content of the system of quality standards of the expert teacher by using the general questionnaire and statistical analytical method, and according to the principle to build the qulity standard of expert teachers to design the system of qulity standards of expert teachers. Studies suggest that the qulity standards of expert teachers have five essential dimensions qualities:the healthy physical and mental health, first-rank character, advanced concept, reasonable knowledge, and excellent ability for education. Among them, the healthy physical and mental health mainly performance with five aspects:groomed, energetic, good physiological adaptation, and a healthy personality and good mood and so on, the first-rank character mainly present in six aspects:the love of education, and enthusiastic about teacher profession, and abide by the teachers' ethical and a firm will, and good attitude towards eduction and excellent rational quality, advanced concepts mainly manifest with six aspects:"students-oriented" education purpose ideas, all-round development of education quality ideas, positive "dialogue" of the educational process ideas, teachers and students equal education subject ideas, diverse and harmonious education evaluation ideas and confident education performance ideas, and reasonable knowledge mainly present in four aspects:solid subject knowledge, abundant educational practice knowledge, complete educational theoretical knowledge, extensive general and cultural knowledge, and excellent ability mainly present in six aspects:outstanding teaching ability, outstanding curriculum development capabilities, outstanding moral education management capabilities, independent educational research capacity, continuous self-development capacity and excellent education perception ability.The fourth part makes efforts to discuss the system of the behavior standard of expert teachers, which consists of Chapterâ…£. The chapter starts with the meaning of behavior standard of expert teachers, it researches for the theoretic framework and model framework for the behavior standard of expert teachers in the context of the new education policy by compositively using speculative method, qualitative research methods and the Delphi method, and later discuss the detailed content of the system of the behavior standards of the expert teacher by using the general questionnaire and statistical analytical method, and according to the principle to construct the behavior standard of expert teachers to design the system of behavior standards of expert teachers. Studies suggest that the behavior standards of expert teachers have three essential dimensions behavioral characteristics exhibition:appropriate moral education behavior, effective teaching behavior, and appropriate education research behavior. Among them, appropriate moral education behavior including the three aspects:the standardized class management practices, the moral education of humane behavior, and the rationalization of interpersonal behavior, effective teaching behavior includes four aspects: advanced instructional design behavior, positive behavior of curriculum development, and appropriate classroom behavior and teaching evaluation behavior, and appropriate education research behavior includes six aspects:self-reflection behavior of education and teaching, conscious discovering behavior of education problem, selecting and using methods of education research, the tough exploring behavior of education issues, frank exchanging behavior of education research, and active summarize behavior of education research.The fifth part is the conclusions of the full text, which consist of Chapterâ…¤. The chapter expounds the main viewpoint, the innovation, the lack of points of this study, and future research directions one by one on the basis of reviewing the whole study. The study suggests that there are three main innovation of the study:first, it defines the new meaning for expert teacher in the tri-visual angle of pedagogy and psychology and sociology; second, it discusses the principle to build the system of the quality standards and the behavior standards of expert teacher by using new ideas; third, it systems studies the system of the quality standards and the behavior standards of expert teacher. The prominent inadequacies of the study:the system of the quality standards and the behavior standards of expert teacher remain to be further analyzed, which is the direction to keep punching in the future.