The Study On The Ways For Middle School Teacher Professional Development

Teacher Professional Development is an important subject in education sustainable development, which relates to the quality of education directly. To meet the present education reform and development required improving teacher education and teachers’professional, going along a way of "professionalism" of development, and together with a system suits our national situations, even to fit reality of region education. There are far-reaching meanings for teacher Professional Development. The thesis is beneficial to form an integrated and systematical system, boosts to middle school physics teacher professional development. Pointed sorts of approaches characterized with bright specific aim in physics to offer available theoretic basis.There are five basic ways for middle school physics teacher professional development through theoretical research, including eleven particular approaches. They are that self-direction (lecture and professional reading), observation and evaluation (critic team and Microteaching’s skill training), development and improvement process (taking in educational scientific researches and school-based curriculum development), continuing education (higher education sector sets up short term course, school-based training and educational background improvement) and inquiry-based (teaching self-examination and research).A questionnaire survey was conducted among the domestic middle school physics teachers, and the author draws the below conclusions that it can be divided into four arrangements as per five basic ways of application from good to bad:the first is inquiry teaching; continuing education and participating development and improvement are shoulder to shoulder in the second; the fourth is self-direction; and the last is observation and evaluation. We can get eight gradations excluding educational background improvement in ten particular approaches, and items sorted from good to bad order, such like that:teaching self-examination, teaching research, higher education sector sets up short term course, taking in educational scientific researches, lecture, school-based training, school-based curriculum development, professional reading, critic team and Microteaching’s skill training. The eight variables influence five basic ways in the middle school physics teacher professional development, for instant, the grade background that middle school physics teacher teaches has a great influence on promoting teacher professional development in the self-direction way, and the high school physics teachers are superior to the junior high school one.Five basic ways effect on middle school physic teacher professional development in below order:inquiry-based is the strongest; Self-direction is following, and development and improvement process is the third; the fourth is observation and evaluation; and the weakest is continuing education. Similarly, it is fallen into seven parts according to eleven particular approaches play role in the middle school physic teacher professional development from good to bad order:teaching self-examination; lecture and professional reading; teaching research; taking in educational scientific researches; critic team; school-based training; educational background improvement; higher education sector sets up short term course and Microteaching’s skill training. Five basic ways have an influence on the eight variables in the middle school physics teacher, for instant, the grade background that the middle school physics teacher, for instant, the grade background that the middle school physics teacher teaches has an influence on promoting the teacher professional development in the inquiry way. The inquiry way has more influence on the high school physics teachers than the junior high school ones.Thereafter, the author calculated one by one to find out the objective reason that causes the application of middle school physic teacher professional development, by who regards these affections worked (five basic ways and eleven particular approaches) and each particular approach’s outcome with objective factors investigated. The last, the author closely related to the results of previous theoretical studies and empirical research, who puts forward his proposals one by one to five basic ways and11specific ways of middle school physics teachers’professional development. For instant, on the whole, the self-direction way should be advocated energetically and popularized; from the self-direction way, it mainly promotes the its application to the middle school physics teacher, moreover, some reasonable suggestions should be modified to properly address, and improve the middle school physics teacher professional development in this way.