Research On The Professional Self-development Mode Of Young Teachers In Secondary Vocational Schools

Vocational education and general education are two types of education of different types and equal importance.In the new era,the development of secondary vocational education should be regarded as an important basis for popularizing high school education and building a vocational education system with Chinese characteristics.The reform and development of secondary vocational education through basic capacity building and the construction of national secondary vocational education reform and development model schools have shifted from “scale development stage” to “connotation development stage”.The core of the connotation development of secondary vocational education is to improve the quality of education and teaching.The key is to strengthen the construction of teachers.Young teachers occupy a large proportion of the secondary vocational education teachers and have become the backbone of the secondary vocational education teachers.According to the “Secondary Vocational School(Institution)Full-time Teachers by the Ministry of Education in August 2018,There are a total of 640,398 full-time teachers nationwide,of which 216,973 are under the age of 35,accounting for 33.88% of the total number of full-time teachers.In 2019,in the "National Vocational Education Reform Implementation Plan",it was proposed: "Strengthen the 'double-type' teachers who have both theoretical teaching and practical teaching ability,and implement the quality improvement plan for vocational college teachers,etc." Measures.Promote the professional and independent development of teachers in secondary vocational schools,especially the professional independent development of young teachers in secondary vocational schools.It has become the improvement of the quality of secondary vocational education teachers,the construction of high-quality professional and innovative secondary vocational education teachers and the development of secondary vocational education.For a long time,in the professional development of young teachers in secondary vocational schools,there has been a relatively mature and systematic theoretical understanding of the question of "what to development",but the question of "how to develop" has always been to restrict the professional education of young teachers in secondary vocational schools.The bottleneck of development,especially the issue of the professional and independent development of young teachers in secondary vocational schools,has been lack of scientific,systematic and standardized research.The traditional professional development mode of young teachers in secondary vocational schools pays attention to the top-down professional development of external control,which greatly restricts the initiative,consciousness and enthusiasm of the professional development of young teachers in secondary vocational schools.Pursuing the professional independent development mode that reflects the internal professional development needs of young teachers in secondary vocational schools is an inevitable requirement for strengthening the construction of teachers in the connotation development stage of secondary vocational education and improving the professional quality of young teachers in secondary vocational schools.Therefore,the research on the professional independent development mode of young teachers in secondary vocational schools is carried out,which enriches,perfectes and clarifies the theoretical connotation,theoretical system and theoretical structure of the professional independent development mode of young teachers in secondary vocational schools and the professional quality of young teachers in secondary vocational schools.The promotion of the faculty of secondary vocational schools and the formal implementation of the professional development standards of national secondary vocational schools have important theoretical and practical value.Through the theoretical interpretation of the professional independent development mode of young teachers in secondary vocational schools,this study uses Delphi method to construct a professional independent development mode to realize the comprehensive development of the professional qualities of young teachers in secondary vocational schools.Then,using the questionnaire survey method to investigate the actual situation of the professional independent development mode of young teachers in secondary vocational schools under different physiological conditions,different family conditions,different school conditions and different statuses,and find out the problems existing in the professional independent development mode of young teachers in secondary vocational schools.This paper leads to the reasons for the professional independent development of young teachers in secondary vocational schools,and then puts forward the countermeasures for the professional independent development of young teachers in secondary vocational schools.This research focuses on the research theme of “ professional self-development mode of young teachers in secondary vocational schools ”.This research mainly includes six parts: introduction,theoretical interpretation,theoretical construction,current situation investigation,problem review and countermeasures.The first part,the introduction part.Aiming at the opportunity of secondary vocational education from "scale development stage" to "connotation development stage",it is proposed that the construction of teachers team,especially the young teachers team is the key element of the development of secondary vocational education.Faced with the bottlenecks such as the lack of professional theoretical knowledge and the lack of professional practice ability of young teachers in secondary vocational schools,it is a key link to improve the professional quality of young teachers in secondary vocational schools.On this basis,through the review of research purposes,research significance and research literature at home and abroad,it is found that there is a lack of scientific,systematic and standardized research on professional independent development,and designed according to the theoretical needs and practical needs of professional independent development.Research ideas,research methods,research content and innovations.The second part,the theoretical interpretation part.According to the logic of“what is development”,“why develop”,“develop what”,“who develops”,and “how to develop”,the teacher professional development theory,the need level theory,and the secondary vocational school teachers are explained in a targeted manner.Professional standard theory,teacher role theory and self-determination theory provide a theoretical basis for the professional independent development of young teachers in secondary vocational schools.On this basis,by defining the core concepts of secondary vocational schools,young teachers,and professional independent development methods,the concept of “ professional independent development of young teachers in secondary vocational schools” is scientifically and rigorously defined,which is considered to be to improve young teachers in secondary vocational schools.The methods,means,strategies and paths of professional quality reflect the characteristics of the subjectivity,initiative,dominance,internality and internal drive of young teachers in secondary vocational schools in the application of professional independent development.The third part is the theoretical construction part.Based on the multidimensional theoretical development requirements of the professional development of young teachers in secondary vocational schools,the multiple historical evolution appeals,the multi-method reconstruction and the multi-individual differences,the Delphi method is adopted,and 20 senior experts and researchers in secondary vocational education are adopted.The four rounds of surveys of teacher managers and first-line excellent teachers finally constructed a variety of professional independent development methods including four first-level indicators and ten second-level indicators,and carried out an exhaustive interpretation of these professional independent development methods.The fourth part,the status quo survey section.After interview design,questionnaire design and other links,the questionnaire(Preliminary Draft)of the professional independent development mode of young teachers in secondary vocational schools was compiled,and the questionnaire was finally determined through consultation,revision,test and modification.content.And through the consultation,modification,test,modification and other links,the content of the questionnaire was finally determined.Through a questionnaire survey of 1,000 middle school teachers in the eastern,central and western regions.Detailed analysis of different physiological conditions(gender,age),different family status(marriage,children,income),different school conditions(attribute,nature,type,region,honor),different identity characteristics(teaching age,education,title)The level of professional independent development of young teachers in secondary vocational schools.The status quo of the professional independent learning mode,professional independent practice mode,professional independent research mode and professional independent reflection mode of young teachers in secondary vocational schools are analyzed in detail.After analysis,the following conclusions are drawn:First,the recognition of professional independent learning methods,professional independent practice methods and professional independent research methods by young teachers in secondary vocational schools is at a relatively high level,while at the lower level in professional independent reflection methods.Second,there are significant differences between the first-level indicators,the second-level indicators,the first-level indicators and the second-level indicators of the professional independent development mode of young teachers in secondary vocational schools.Third,young teachers in secondary vocational schools have large differences in the level of different types of professional independent development.Fourth,the level of professional independent development of young teachers in secondary vocational schools under different survey categories(physiological characteristics,family status,school status and identity characteristics)is different,and in some survey categories,there are rules to follow,such as income levels.School area,etc.The fifth part,the problem review section.The problem is mainly manifested in four aspects:First,the professional self-learning mode of young teachers in secondary vocational schools is lost,which is manifested in the lack of subjects,single means,weak conditions and inefficiency.Second,the professional self-practice of young teachers in secondary vocational schools is unbalanced,manifested in target confusion,lack of ability,structural malformation and perfunctory behavior.Third,the professional independent research methods of young teachers in secondary vocational schools are lost,manifested in shallow cognitive,insufficient ability,inadequate methods and lack of motivation.Fourth,the professional self-reflection of young teachers in secondary vocational schools is detuned,manifested in the lag of consciousness,intermittent behavior,lack of ability and little effect.Based on this,the endogenous and exogenous causes of the professional development of young teachers in secondary vocational schools are analyzed.Endogenous reasons include the low level of cognition of the professional independent development mode of young teachers in secondary vocational schools,the lack of subjective consciousness,unclear target orientation,untrue professional sentiment,insufficient autonomy and insufficient internal driving force.Exogenous reasons include low government support,low social support,poor family support,school support,weak corporate support,and weak technical support.The sixth part,proposes the countermeasures section.The countermeasures proposed according to the status quo and problems are: First,the strategy of mobilizing the internal driving force of the professional independent development mode of young teachers in secondary vocational schools.This includes strengthening the identity in the implementation of the professional independent development mode of young teachers in secondary vocational schools,enhancing the professional belief in the implementation of the professional independent development mode of young teachers in secondary vocational schools,and emphasizing the professional attitude and strengthening in the implementation of the professional independent development mode of young teachers in secondary vocational schools.Professional emotions in the implementation of professional independent development methods for young teachers in secondary vocational schools.The second is to promote the transformation of the professional independent development mode of young teachers in secondary vocational schools.Construct professional self-learning methods based on learning community,school-enterprise community,teaching and research community,reflective community,professional independent practice,professional independent research methods and professional independent reflection methods.The third is to improve the application ability of the professional independent development mode of young teachers in secondary vocational schools,so that the young teachers of secondary vocational schools have the self-awareness of professional independent development consciousness,the ability to position the professional independent development goals,and the awareness of professional independent development content.Effective strategies for capacity and ability to choose a professionally independent development approach.Fourth,it is an effective strategy to optimize the professional independent development of young teachers in secondary vocational schools,promote the diversification of professional independent learning methods,promote the diversification of professional independent practice methods,promote the multi-layered research of professional independent research methods,and promote professional independent reflection.a multi-party strategy.The fifth is to ensure the smooth implementation of the professional independent development mode of young teachers in secondary vocational schools.From the six levels of government,society,family,school,enterprise and technology,the paper puts forward the strategy of ensuring the smooth implementation of the professional independent development mode of young teachers in secondary vocational schools.