Research On The Professional Development Of High School History Teachers In The Background Of New Curriculum

Two main educational development themes nowadays are the development of students and that of teachers. The professional development of teachers is the decisive factor of the educational quality. At present, the stratagem of rejuvenate our country through science and education has been established in the course of modernization. The concept of a society in perfect harmony has also come up with ,and to achieve that, we must construct a modern , harmonious, generally preferential, first-rank and balanced educational system, in which teachers play a key role. However, in a new round of educational reform, we've encountered the problem of improving teacher ' s quality. In addition, some teachers are lacking in the enthusiasm and internal incentive in self-development, which hinders the upgrade of teaching quality and depresses teacher's self-esteem, causing losses both in teachers and the whole educational system .Furthermore, the value in the subject of history cannot be fully brought out and most history teachers lack passion for teaching .Therefore, we need a careful consideration on how to get a stronger vitality and internal incentive in future's teaching career, how to experience the delight ,happiness and dignity in work, and how to upgrade the teaching quality.We are here trying to systematically probe into the professional development of high school history teachers in the background of new curriculum. The details of the foreword are as follows: the statement of problems on the teacher's professional development, status quo of research abroad and at home and the method and thinking employed in research. The text can be divided into five chapters: Chapter One mainly deals with the meaning of teacher's professional development, the elements of it and the phases of it . Chapter Two is a sampling analysis of teachers'cognition of their professional development and its present condition. Chapter Three is concerned with the new curricula requirements in teacher's professional development. Chapter Four expatiates on the details and meaning of the teacher's professional development. Chapter Five discourses upon practice experience of high school history teacher's professional development. The epilogue contains general reflection of the professional development of high school history teachers in the background of new curriculum.