The Probe Into "the Two-pole Teacher Double Development Pattern" Under The Background Of New Curriculum Reform

In 2001, followed the tide of curriculum reform all over the world, our country starts another new profound curriculum reform (NCR as the shortened form). For five years, the NCR has yielded the exciting achievements: teacher's beliefs have been renewed, student's learning approaches have been transformed, and all educational activities point to" paying attention to each student's development" .But at the same time some problems have appeared: the teacher has the contradiction between high viewpoint and low operation in the aspects of curriculum creation, the interaction between teachers and students, and classroom teaching activities and so on .The NCR has been in the stage of assaulting fortified position, and thoroughly carrying out the NCR urgently needs some people to be leaders. On the other hand, various schools all have one batch of different ranks (state-level, provincial level, city level, county level, and school level) backbone teachers;their function displays has not achieved the benefit maximization. Therefore, it is the common wish for each school's development to explore the approaches to the highly effective backbone teacher professional development, fully exerting backbone teacher's radiation impetus function, and reducing the green-hand teacher's growth cycle! In view of this kind of phenomenon, this article explores, from the teacher professional development angle, how the backbone teacher while plays its radiation impetus role to realize their own and the green-hand teacher's interactive double development at the same time.This paper first analyzes the domestic and foreign related research results, and seeks the interactive development theory: the sociological foundation, Lindemann and Knowles's adult education theory as the pedagogy foundation, constructivism learning views and humanism learning views as the psychology foundation, and then positively constructs "the two-pole teacher double development pattern" under these theories supports ("two-pole teacher" refer to, from professional quality point of view, the backbone teacher and the green-hand teacher who are located teacher troop's beginnings and ends). This paper also accounts for the pattern's production background, guiding ideology, value orientation, elements, operating procedure, characteristic, and matters needing attention etc.. This pattern's main procedure is: "understanding the actual self—learning related theory-----formulating development program-----implementing development program------appraised the feedback in every way ", which hashighlighted the independency, interaction, the practicality, the efficiency, pertinence and actual effect of the two-pole teacher professional development process.In practical exploration , this paper applies case study approach: selecting " hundred famous teachers " who have typical characteristic in Zhenghou city as research objects;probing and analyzing the professional development of these " hundred famous teachers " from all aspects;and reflecting the professional development of four famous teachers from a provincial level demonstrative high school in the way of analyzing a particular case in detail in order to generalize the experience". This part firstly introduces some basic information about these "hundred famous teachers" such as the title structure, the age structure, the teaching age structure, the discipline distribution condition, the city and countryside distribution condition, the sex difference and so on, and then with the manner striving for realism, reflects the realistic necessity to implement "the two-pole teacher double development pattern" in Zhengzhou. Next, according to the pattern operating procedure, this paper explores the effective approaches to implementing "the two-pole teacher double development pattern", using investigation mixed with interview, and by the method of the quantification appraisal supplemented with qualitative appraisal, and through the activities such as the study community composed of the experienced teacher and the green-hand teacher, the famous teacher studio, the scientific research impetus, the famous teacher doing classes in a month, the famous teacher delivering the class to the country and so on. After more than a year of explorations, according to Thomas R. Gus key's teacher professional development evaluation criteria, this paper inspects the implementation effect from the following five aspects: the student's response, the student's learning, organizing supports and changes, the student applying the new knowledge and the new skill and the student's learning result.The practice result indicates that this pattern's movement has obtained the preliminary effects: the teacher troop's overall appearance has had the obvious change in Zhengzhou city;learning organizations' cultural atmosphere has been rich day by day in the schools, and the backbone teacher and the green-hand teacher's professional development results also can prove the achievements. But, since no pattern is perfect, this pattern also exposes the limitation during the movement, and needs to improve unceasingly in the further implementation and to be consummated gradually.