The Research Of The Shanghai Life Science Teachers' Professional Development Strategy

At present, with the improvement of the overall educational level, especially with the continuous deepening of basic educational reform, how to improve the teachers' quality in order to better adapt to the needs of the curriculum reform becomes the subject of public concern. Professional development of teachers is an effective way to meet the requirement. In China, the research about professional development of teachers began rather late, mostly stayed in the experience and clarifying the concept of the stage, empirical and subject teachers' professional development research are rare. Since the Curriculum Reform in Shanghai, life science teachers' professionalism has been to a higher level. Therefore, it is necessary to sum up life science teachers' strategy for the professional development, understand their doubts and difficulties and then explore a series professional strategy to promote the teachers' development.The theme of this study was the high school life science teachers' professional development strategy. The Research used literature, questionnaire survey and interviews. According to the teachers' professional development in the theoretical basis and documentation of biology teachers' status on professional development, the research carried out the questionnaire survey to the Shanghai's 1 county's and 18 districts' various types of schools' life science teachers and conducted two targeted interviews. The questionnaire survey and interviews' contents included teachers' understanding and evaluation to the new curriculum, influencing factors on life science teachers' professional development, the strategy to promote teachers' development and so on.The study concluded that: 1. School-based, action research and self-development were the basic strategy of professional development. In the life science, it appeared many strategies to promote teachers' professional development, including founding famous teacher bases and studios, forming different schools' commonwealth, master and apprentice systems, setting up Biological Research Group to carry out school-based training, teaching reflection and educational research. 2. The life science teachers have been into the new curriculum, but there have been many difficulties. 3. The life science teachers expected higher quality training. 4. The life science teachers valued the educational research very much, but their capacity was limited. 5. Basic education curriculum reform, teacher education reform and professional development of teachers, the three go hand in hand.For the results of the research, it made some recommendations: Organize systematic and efficient training, establish the standards for the professional development of teachers, put emphasis on life science teachers' nurturing, increase their cooperation and the quality of scientific research.