Research On The Professionalism Of History Teachers In The New Curriculum Reform

Research on the professionalism of history teachers is an important and lasting subject. The research on the professionalism of history teachers has started as soon as there was history teaching, but, since the educational background varies as time goes on, there are always fresh contents and new areas for researchers in new each era. With the development of the modern society and the deepening of the New Curriculum Reform, what kind of professionalism should history teachers possess? This thesis aims to study the problem of the professionalism of the history teachers in the New Curriculum Reform and I hope the finding of this research would be of some help for the practice of history teaching in middle school.The introduction part of this thesis would firstly introduce the subject and point out its significance, then list the current findings on this subject both home and abroad and their research methods and so on. The second part of this thesis would analyze the background of the implementation of the New Curriculum Reform, as well as its basic ideas, its characteristics and the requirements it rises for history teachers. The third part would explain the notion of profession, teacher's accomplishments and their professionalism, along with the connotation of the professionalism of history teachers: the essential professionalism teachers should possess before they get engaged in history teaching, i.e., the professionalism in aspects of historical talent, historical study, historical knowledge, historical ethics and historical art. On this basis, the fourth part would propose that in the New Curriculum Reform, a history teacher should own the following professionalism: 1. professional ethics professionalism; 2. basic theory professionalism; 3. professional knowledge professionalism, including professional knowledge of history and knowledge of relevant subjects; 4. capability to conduct historical research, 5. capability of educational teaching, including capability to create attracting class atmosphere which are affluent with knowledge and, properly develop and integrate curriculum resources and proficiently utilize modern information technology, and strong oral and written expression ability; 6. capability of reflection on teaching; 7. capability to develop and utilize various resources, such as library, community history curriculum, museum, archives, historical sites, net resources and so on; 8. modernized educational ideas such as humanity, reflection, creativity and openness. The fifth part would discuss the internal supporting measures for history teachers to develop their professionalism. It would focus on history teacher's conducting of teaching research, historical research, reflection on teaching and their setting up of the idea of lifelong learning. The sixth part would put forward the external supporting regime for history teachers to develop their professionalism, i.e., the construction of continuing education base for the teacher, the rebuild of the school's teaching management system, the innovation of the teacher training mode, the improvement of social security system. Thus, a sustainable system to develop history teachers'professionalism could be constructed through both the internal supporting measures and external mechanism guarantee. The last part would be the conclusion and the prospect.