Effective Tactics Of High School Biology Teachers' Professional And Autonomic Development Under Circumstances Of New Curriculum

Teachers are the direct undertakers of education practice and education reform. And all education reform and education development can not be carried through if the teachers do not take part in the activities. Therefore teachers are the decisive factor to the curriculum reform. With the further implementation of new curriculum reform, the requirements to teachers have reached to an entirely new level. With the conversion of thoughts of education concept, curriculum concept, concept on teachers and concept on students as well as thoughts of various other aspects, teachers are required to keep improving and developing themselves constantly.In the trend of education reform in world wide scope, more and more people have recognized that only the incessant improvement of teachers' professional level can lead to high-quality education level. Therefore to study the professional development of high-school biology teachers under circumstances of new curriculum, to instruct effectively high school biology teachers to seize the opportunity of new curriculum reform and to achieve autonomic professional development are imminent and important to the individual development of biology teachers and new curriculum reform.By means of studying literature, doing questionnaire, having interview and making data statistics and analysis and so on, this thesis tries to analyze and discuss in depthly the related issues of teachers' professional and autonomic development, to review its disparity with the new curriculum requirements, so as to present effective tactics and proposals that can promote high school biology teachers'professional and autonomic development. The thesis includes four parts.In Part One, the author sets forth the origin and cause of this thesis, defines and clarifies the concept on profession, the concept on professionalization, the concept on teachers'professional development and the concept on teachers'professional and autonomic development, and then summarizes current relevant research situation at home and abroad, emphatically expounds the necessity of high school biology teachers' professional and autonomic development under circumstances of new curriculum reform and finally describes the purpose, significance and methods of the research in this thesis.In Part two, on the basis of reading a large amount of related literature, the author researches and analyzes the basic situation of high school biology teachers, the awareness and demand of professional and autonomic development, the current situation of teachers'professional and autonomic developments and so on. Then the author makes a conclusion that the awareness and demand of high school biology teachers' professional and autonomic development is relatively not enough at present. Meanwhile, the current situation of high school biology teachers'professional development has some disparities comparing with the requirements of new curriculum setting. As a result, it is a very imminent problem to seek professional and autonomic development for high school biology teacher under the circumstances of new curriculum.In Part Three, the author tries to seek and present effective tactics and proposals for teachers'professional and autonomic development at the school and teachers'point of view as following.1. to awake high school biology teachers'consciousness of their own professional and autonomic development; 2. to set up professional dreams and goals; 3. to work out plan for professional development; 4. to develop during learning and training; 5. to develop through teaching practice; 6. to develop by introspection; 7. to develop by educational and scientific study; 8. to develop by mutual cooperation. All tactics and proposals can be easily accepted since they all come near teachers'daily teaching. Of all the tactics and proposals, the core should be teaching practice and teaching introspection; and teaching practice and teaching introspection can resolve the key problems of teachers'professional and autonomic development.In Part Four, the author generates a brief summary. The author puts forward the deficiencies and follow-up direction of the research in this thesis.