Theory And Practice On Teachers' Continuing Education Against The Background Of Professionalization

The thesis elaborates four parts on theory and practice of teachers' continuing education on the perspective of comparison between history and reality, association of theory and practice, and fusion of absorption and innovation.Section one, as an introduction, principally states the background and present condition, foundation, significance, structure and methods of the topic.Section two including the first two chapters focuses on the theoretical foundation of theory and practice of teachers' continuing education. Starting from the analysis and definition of lifelong education, and resulting from its forming and developing process, Chapter 1 not only declares social background of modern lifelong education and its focus and methods in the application, but also puts forth its effects on teachers' continuing education, on the basis of further classifying the concept of continuing education. By means of introduction and generalization of representatively professional concepts both at home and abroad, chapter 2 generates corresponding professional concept. It not only deepens understanding of professional concept to analyze the tendency of models under various knowledge of essential features of profession, but also specifies the specialization and connotation of the profession of teachers. This chapter further distinguishes the different tendency of specialization and professional development, and thus got enlightened on the theories of the specialization of the teachers on teachers' continuing education though the analysis of the specialization of the profession of teachers domestically and abroad.The third section including chapter 3 and 4, analyzes the practical process of teachers' continuing education in terms of domestic and foreign environments, and the vertical and horizontal angles. In chapter 3, it not only introduces the past experience of teachers' continuing education in some developed countries, especially America, Britain, Japan and France, recalls its history, but draws a conclusion on its developing tendency in the developed countries, which helps put forward themulti-models of teachers' continuing education following the model of normal universities. In chapter 4, four stages are classified germinating stage, the stagnating stage, the transitional stage, and the forming and developing stage. Moreover it generalizes the history and tendency of teachers' continuing education in China. It reaches conclusions of teachers' continuing education in our country and explores its existing problems and focus of innovation on the basis of inspection in shanghai, Anhui and HunanSection four including chapter 5 and 6, mainly explores the models of teachers' continuing education and the functional responses from normal universities. In chapter 5, stemming form the concepts of model of continuing education, while dealing with its four models as follows: 1) the dominating model of university; 2) the main body model of school-based, 3) the core model of teacher-centre, 4) the subsidiary model of community, it develops a model system which shoulders its own responsibility respectively. In chapter 6 it discusses the functional transmutation in universities and sets up the functional strategy of normal universities in the new era. Finally it guarantees the construction and implement on the model of teachers' continuing education by redefining educational concept, implementing scientifically, strengthening the construction of courses and reinforcing scientific researches.