Action Research And Teacher Professional Growth

The teacher's quality is an important factor that restricts the development of the basic education in poor northwest minority area, and the compelling reason that influences teacher's quality is that teacher professional growth is slow. The present study takes the instructor--Mr. Ma of Hongxing Primary School in Dongxiang Autonomy County as case study, and finds out how the primary country schoolteachers do action research? And what are the factors that influence the primary school teacher professional growth in poor northwest minority area? This study mainly uses the qualitative research method as well as some other methods such as document analysis,observation interview and object collecting ,but gives priority to case study. The study uses the methods to observe around and to make interview deeply with subjects, and collect a large amount of materials. The study is meant to probe into the process of teacher professional growth in poor northwest minority area by teacher's action research.The thesis draws the following conclusions:1.In poor northwest minority area, one of the effective ways to facilitate the teacher professional growth is to encourage teacher to do educational action research, especially to do the collaborative research with normal university, which fits for local educational reality.2.The teacher professional growth which forms itself by teacher's continuous reflection,practice and gained experience is a complex circulating and developing process.3.The important factors that influence the teacher professional growth in poor northwest minority area are living condition,social status,professional quality and the exterior support.In order to facilitate the teacher professional growth and improve the quality of primary and junior country schoolteachers in poor northwest minority area, the author of the thesis is to make the following suggestions, which are based on the process and result of the study: 1 .Take effective measures to improve the living and work condition of northwest minority poor area teacher. Raise the social status of teacher.2.Increase the exterior support; take measures to encourage the collaborative research done by normal university researchers and teachers of poor minority area, and stress the professional leading role of normal schools so as to improve the basic education development of poor minority area.3.Combine teacher training with teacher 's research; reinforce school-based teacher training, and foster teacher's self-reflection awareness and habit. Increase the amount of educational research methods courses in training to improve teacher's research ability. Promote the school-based teaching research, and encourage the companion help of teachers.4. Set up and make full use of long--distance educational resource center to improve the teacher's awareness of using long-distance educational resources and ability to use long-distance educational resources.5.Reform and perfect the teacher--assessment system; stand out the developing teacher—assessment; take the teacher's study and research ability as a criterion for the assessment.