Discussing On The Specialty Development Of Primary Chinese Teachers

Establishing a high quality teacher troop is the key to push quality education. At new time, teacher specialty development has become the focus of educational reform. The teacher specialty development discusses teachers' development under certificating teacher occupation being regarded as a profession. It is perpetual extension and renewal of specialty framework of the teacher on the base of his specialty development consciousness and on supporting of external specialty development background. Specialty development of primary Chinese teachers is reification of teacher specialty development in primary Chinese education. It discusses teachers' specialty development according to material subject, material study phase. Therefore, so it is very important to primary education and instruction.Integrating our practice of teacher specialty development, this dissertation emphasizes greatly on external background of teacher specialty development. On the same time, it thinks much of teacher self-specialty development consciousness. Basing on illuminating essential meanings of primary school Chinese teacher specialty development, this dissertation discusses it on following several aspects:At first, explaining on the specialty attainments that primary Chinese teachers should attain. Include: education and instruction faith, specialty knowledge, specialty abilities, education and instruction experience and teacher self-specialty development consciousness. Education and instruction faith is summation of teacher-students conception, student conception, student development and primary Chinese education, particular value of primary Chinese subject, etc. Thereinto, conception of students and value conception of primary Chinese education are on very important position; Special knowledge mainly include primary Chinese subject knowledge, educational specialty knowledge and knowledge of subject instructional methods. Specialty abilities mainly include Chinese instructional abilities, instructional research abilities and reflection abilities, etc. Educational and instructional experiences are practical knowledge or reflective knowledge of primary teachers that give birth to course of disposal to doubt instance in education and instruction. It takes on daily quality, instance quality and action quality, as the backup point of instructional style of teachers; Teacher self specialty development consciousness is representation of teachers' subject quality, expressed teachers' self project of specialty development and reflection of course of specialty development.Second, This dissertation discusses factors that influence primary Chinese teacherspecialty development. Correspondingly low society position of primary teachers, lacking of potent law protect of specialty development and deficiency of normal education currently are external factors; specialty spirit and actual knowledge conception are inherent baffle factors. Essential of specialty spirit of primary Chinese teachers is devotion to students and educational career of primary Chinese. Exploration to knowledge conception aims to illuminate significance of practical knowledge, and to upgrade practical brightness of primary Chinese teachers.Third, this dissertation discusses approaches and tactics of primary Chinese teacher specialty development on two aspects of based-school and unbased-school. The former includes: educational experiment based on action research; reflection on instructional practice of primary Chinese; explicit of tacit knowledge; exploitation of based-school curriculum of primary Chinese. The later includes: constantly upgrading specialty level of primary teachers; forming incorporate pre-profession and post-profession normal education and reforming dated instructional contents and methods; forming specialty organizations and effective communicative mechanism that improve specialty development of primary Chinese teachers.All in all, this thesis tries to conceive a specialty development system of primary Chinese teachers that based on teacher-self...