Research On Chinese Teachers' Professional Caliber In Educational Changes

Social development requires that people make educational changes to respond to its demands, and educational changes in practice will definitely deal with the changes of teachers as educators. Teachers' professional development finally lies in improving teachers' professional caliber, which will decide whether or how far teachers' professional development can go. The ability of teachers' professional development totally depends on the cooperation of all the elements in the structure of teachers' caliber and their whole exertion on the educational practice. The reason why we do not make a great difference in implementing New Curriculum Reform and changing teachers' role in it is that there is a gap between teachers' professional caliber and the requirement for it, which is an obstacle to educational quality. Only when their own professional caliber has been improved, teachers can provide students with caliber education, meet people's expectation and fulfill the ideality of New Curriculum Reform. Based on this, this paper applies the up-to-date educational theories both at home and abroad to the subject of Chinese teaching, tries to build a basic frame for Chinese teachers' professional caliber, and put it in the real context of school practices, emphasizing the key function of teachers' professional caliber in classroom teaching and in the course of teachers' professional development.First of all, this paper states all-around viewpoints of teachers' professional caliber from both at home and abroad, besides, it also states the research methods and scope, basic frame and the main content about the topic; it describes the context of demands for Chinese teachers' professional caliber and clarifies the importance and necessities of it in educational reform; it investigates and analyses the status of Chinese teachers' professional caliber and gives some countermeasures. This paper discusses the constitution of Chinese teachers' professional caliber. Based on the knowledge classification of information process psychology and the characters of the subject of Chinese, this paper sorts Chinese teachers' professional knowledge into three categories: the subject knowledge of Chinese, theoretical knowledge of Chinese education and practical knowledge of Chinese. The first means Chinese subject-involved knowledge, the second means Chinese conditional knowledge except the general education and teaching method knowledge, and the third means those involving both the obvious and the recessive knowledge that can be used automatically in Chinese teaching. Secondly, according to the theories of teachers' professional development, multiple intelligences and successful intelligence, this paper categorizes Chinese teachers' professional abilities into ability of Chinese education, ability of Chinese teaching, ability of Chinese instructional research and ability of Chinese learning and innovation. The ability of Chinese education goes through all the educating activities, and the ability of Chinese teaching lies in the ability of Chinese instructional research, which is the premise of the ability of Chinese innovation. Then, based on the theories of motivation and moral cognition developmental periods, this paper discusses the possibilities of developing teachers' professional affective caliber from teachers' professional idealism, professional motivation and attitude, professional character and professional self-consciousness, then it points out that understanding Chinese teachers' professional affective caliber is the key factor for Chinese teaching reform. I tried to overcome the shortcomings in some other relevant research on Chinese teachers' caliber, like in those scattered researches or those which do not have any aims or professional characters. I designed a caliber frame for Chinese teachers', which is quite clear and operative, and I think this can be a valuable reference for Chinese teachers' assessment, qualification certification and their professional development. Finally, I put the frame of Chinese teachers' professional caliber into the practices of Chinese teaching, put forward the specific strategies of cultivating and perfecting Chinese teachers' caliber, which are as following: (1) reforming and realizing the integration of pre-service and in-service teacher education, and based on classroom teaching, doing action research to improve Chinese teachers' professional caliber; (2) prospecting that it be a certain direction to Chinese teachers' professionalism that we should improve Chinese teacher's accumulation of professional knowledge, advance of professional abilities and enrichment of professional affection, while balancing the harmonious development of Chinese teachers' professional caliber. This paper tries to integrate the building of theoretical system and teachers' teaching practices, which makes the tactic of teachers' caliber development, action research, have two fundamental characters which are: based on Chinese teachers' practices as the starting point of caliber inquiry and the community of Chinese teachers as the basic team of caliber inquiry, then to make a close connection between improving Chinese teachers' professional caliber and classroom teaching reforms, even the building of professional culture in schools in China.