The Study On The Practicability Of Key Teaching Stuff Development

To strengthen the development of teaching staff in primary and middle school, is a key measure to advance basic education reformation and development and to fully carry out education for all-round development, moreover, to strengthen the development of key teaching staff in primary and middle school, is a premise and an effective way to develop a teaching staff with ability and political integrity. Since the development of key teaching staff is highlighted in teachers project for cross century in Facing the 21st Century Education Development Plan of Action in 1999, the development of key teaching staff has been carrying on from place to place for ten years. After studying the interrelated researches, we found that scholars paid less attention to it. Therefore, this study will analyze the present situation of practicability of the key teaching staff development in China from the perspective of practicability, taking Pudong new area for an example, and through questionnaire surveys, interviews and literature researches.This paper consists of five parts. The first part is an introduction, mainly about the reason, objective, significance and plan of this study etc. The second part is literature review, mainly on the 20/80 management rule, core human resources and the development of key teaching staff, to explain the theoretical basis and necessity for this study. The third part is a case study. In this part, we judge its practicability through key teachers' power of model and power of influence to other teachers, according to the original objective of key teaching staff development in our country. We will do further analysis with the results of interview, the data of questionnaire and interrelated research. This part is further divided into three aspects, the quantitative analysis of the power of model, the quantitative analysis of the power of influence and the qualitative analysis of the practicability. At last, we can draw the conclusion that the practicability is not obvious. For example, professional ethics of key teachers isn't good enough to set an example for other teachers; the knowledge and ability of key teachers is not adept enough to influence other teachers; the open classes of key teachers seek the form of "open" but not the quality of "class"; the scientific research consciousness and ability of key teachers should be improved; more key teachers are appointed as leaders which makes them breaking away from teaching practices; the job burnout of key teachers brings bad effects. The fourth part will discuss the effect factors from subjective and objective facts. The last part is about countermeasures and suggestions, according to the former part's analysis, we give suggestions to local educational administrative departments, schools and key teachers themselves, to further enhance the practicability of the development of key teaching staff.