A Research Of The Professional Development Of Ideological And Political Teachers In Middle School In Minority Areas

Both the ideological and political education of the middle school students and the implementation of new Ideology and Politics curriculum in minority areas are inseparable from the professional development of ideological and poli tical teachers of middle school in minority areas. With the quick development of economy, politics, culture and technology in minority area, People have more and more demands on the professional development of ideological and p olitical teachers in middle school in minority areas. Taking the new Ideology a nd Politics curriculum reform in middle school for example, it uses the brand-new curriculum concept, teaching concept, knowledge concept and study conce pt as the reference to require that ideological and political teachers in middle school in minority areas should comprehensively enhance their overall professi onal quality to facilitate the professional development.Whether the ideological and political teachers in middle school can satisfy such demands and whether can they upgrade their own specialty level timely have become a key factor which can influence the implementation of the Ideology and Politics curriculu m reform in minority areas. Therefore, strengthening the theoretical research of professional development of ideological and political teachers in middle schoo 1 in minority areas and exploring the specific measures and methods that can suit the professional development of ideological and political teachers in middl e school in minority areas is not only of great significance in improving the i deological and political teachers’specialty level, but also of great significance in implementing the Ideology and Politics curriculum reform in middle school.This thesis consists of three chapters:In chapter one:The author mainly introduces the connotations, the target and the significance of the professional development of the ideological and political teachers in middle school in minority areas. On the basis of literature research, the author defines "professional development of teachers", "professional development of ideological and political teachers" and"professional development of ideological and political teachers in middle school in minority areas", analyzes the features and goals of the professional development of ideological and political teachers in middle school in minority areas, clarifies the great significance of the professional development of ideological and political teachers in middle school in minority areas. This part is the theoretical basis and the logical starting point of this research.In chapter two:The author conducts a research of the present professional development condition of the ideological and political teachers in middle school in minority areas. The target of this research is the front-line ideological and political teachers in 22 middle schools in Liping county, Miao and Dong people of Qian Dongnan Autonomous Prefecture, Guizhou province. The content of this research is their present professional development condition. After this research, the author concludes that most of the ideological and political teachers in middle school in minority areas have a good command of professional knowledge and have a systematic knowledge of Marxist theory, besides their teaching ability is improving. But, there are also some problems. For example, their professional self-development trend is not prominent; their national pedagogy knowledge psychology knowledge and cultural knowledge is not enough; their teaching ability can’t keep up with the pace of new curriculum reform; they are not competent enough to develop curriculum resources in minority areas; they are not proficient in handling and using the modern IT teaching technologies; their research consciousness is relatively low and their research ability is relatively weak; All these problems can be contributed to the following aspects:firstly, some ideological and political teachers’professional development idea falls behind; secondly, because the economy in minority areas lags behind, thus the school funding is insufficient and the teaching facilities are dissatisfactory; thirdly, further education and further training targeted on the ideological and political teachers didn’t produce the maximum effect; fourthly, this area is lack of sound professional security system. This is also the difficult point of the research.In chapter three:The author puts forward some specific methods on stimulating the professional development of ideological and political teachers in middle school in minority area. Through studying the problems and analyzing the reasons that caused these problems, the author puts forward the following methods:firstly, the ideological and political teachers’professional development ideas should be positively transformed; the teaching facilities and teaching environment should be greatly improved; teaching and researching activities with minority characteristics should be carried out; the professional security system should be well set up. This is the focus and stance of the present research.