The Research Of Chemistry Teacher Professional Development Under The Background Of New Curriculum

Teacher's professionalization has been the trend and current of the teachereducation nowadays, which is affected by the idea of lifelong education andthe society's requirement to improve teachers' quality continuously. Teachers'status has been raised in the curriculum activity along with the current basiceducation curriculum reform and their professional quality will be the decisivefactor that affects the curriculum reform's success or failure. Teachers'professional development is not only a new demand of ages to teachers, butalso an intrinsic need for them to pursue their self-improvement nowadays.Chemistry teachers who teach new curriculum are selected as the researchobject. First of all, based on previous achievements the annotation ofchemistry teachers' professional development is defined;and then, the methodssuch as questionnaire and interview are used to investigate the state ofchemistry teachers from senior high school. Based on it, chemistry teachers'professional development approaches are raised and experimental researchesare carried out under the background of new curriculum. The thesis consists offour parts chiefly:The first part recognizes the importance and necessity by means ofexpounding the relationship between curriculum reform and teachers'development, and in this section, the purpose and task of this research as wellas research method have been put forward.The second part is about the theoretical basis on which the study isdepending. On the basis of understanding the existing research result, theannotation of chemistry teachers' professional development is defined. It isregarded as a continuous process in which their professional character isdeveloped through training and self-regulated learning. And then, basic qualityframe of chemistry teachers is explained. Furthermore, influential factors ofteachers' professional development are set forth totally and two approaches areexpatiated theoretically.The third part is status quo and analysis. Chemistry teachers from schoolsof Jinan city and counties attached to it were investigated by the means ofquestionnaire and interview in order to get a general idea of their advantagesand existing problem during curriculum implementation. In addition,theoretical analysis is carried out from four aspects,which are teachers'conception and practice, supporting conditions for professional development,teachers' framework of knowledge and ability and approaches of professionaldevelopment.The fourth part expatiates on the approaches of teachers' development.According to the actual circumstance chemistry teachers of high school arefacing, the thesis puts forward three approaches, which are participatoryteacher training(PTT), "attend-explain-analysis" activity and action research.Carrying on PTT is good for inspiring original experiences of teachersand overcoming the shortcomings of ignoring teachers' subjectivity in the past,furthermore, communication and cooperation in the process of training helpsthem in the resolution of practical problems and shift of educational concept.The study is carried out for the process of PTT from practical level in thethesis, which consists of five steps that are preparation, offering learningmaterials, group activity, group report, generalization and explanation. In theend, it is supported by the cases of backbone teacher PTT nationally of newchemistry curriculum.Carrying on the "attend-explain-analysis" activity is a professionallearning one based on teaching and research group, so it is significant toreconstruct the traditional "attend-explain-analysis" activity and turn it into animportant form of school-based training. The case is formed on the basis ofexperimental studies.Action research is an effective way to promote teachers' professionaldevelopment. Action research is defined in the thesis and its process can bedivided into: determining research topics, formulating action programme,implementing action plan, reflecting and evaluating. And each step iselaborated thoroughly. The case of action research is formed based onobservation and notation on how a chemistry teacher from senior high schoolcarried out action research.In the end, we preview prospect for future research along with analyzingthe problems existing in the thesis, which points out the progressive directionfor us.