Research On The Professional Development Of Chinese Teacher In Senior High School

Teacher's professional development is a worldwide hot topic. My topic about the professional development of Chinese teacher in senior high school is only a small branch of teacher's professional development. The connotation of teacher's professional development is the important measurement to study the professional development of Chinese teacher in senior high school. It mainly includes the three aspects: professional knowledge, professional competence, and educational belief. The professional knowledge consists of the subject knowledge of Chinese, the pedagogical knowledge of Chinese in senior high school, the general pedagogical knowledge, the practical knowledge and the self-development knowledge of Chinese teacher in senior high school. And the professional competence of Chinese teacher in senior high school is made up of educational and teaching competence, the communicating and encouraging competence, and the self-development competence. Educational belief is the conception that a teacher chooses by himself, acknowledges, and firmly believes. It dominates a teacher's behavior. At present, the professional knowledge of Chinese teacher in senior high school has experiences a shortage and ageing. Their practical knowledge is ignored. Their self-development knowledge is absent. Some of their educational and teaching competence are pretty good, but others need to be strengthened. The communicating and encouraging competence haven't been paid due attention. Conservative educational belief and progressive educational belief coexist. And the conservative belief is faced with impact from the conception of New Curriculum Reform. These conclusions are drawn from my investigation of the current situation of the Chinese teachers'professional development in senior high school from the three aspects of the connotation of teacher professional development. There are three differentiations of schools. One results from the difference between city and town and between key school and non-key school. The second differentiation is from various teachers'culture. The third differentiation is caused by the relation between schools and universities and educational departments. The differentiation of school has far-reaching impact on the professional development of Chinese teachers in senior high school. The provincial key school's efforts on Wen ling's promote the development of Wen Ling, a new teacher. But the teaching environment of schools in rural areas has produced negative impact on Xu Kejia's professional development. High-level cooperative culture between teachers in W Middle School has greatly promoted the teacher's professional development in the school. And Chen Hui and Wen Sicheng's professional development are deeply influenced by the educational believes. Finally, the author points out that there are three efficient strategies to improve the professional development of Chinese teacher in senior high school. They are programming teachers'professional career, being an conscious consumer, and cultivating practical wisdom of their own.