The Plight Of The National Secondary School Teachers In Professional Development And Reflection

Education is the most important project, based on the teacher-centered education plans. New China has been established for62years, our education has produced tremendous change, and education in ethnic areas has greatly been improved. At the same time, with the development of education and social progress, people have recognized the importance of teachers’professional development and brought up new challenges requirements. However, the survey and discourse about the professional development of middle school teachers in the minority areas at this stage is less and less. I chose828teachers from24schools of the nine counties in Aba state Sichuan Province as samples, carry on a more detailed investigation and research.I prepared jointly by the author to the12key universities in the second edition of "teachers professional development" as the core, combined with Weidong’s work "Teachers Professional Development and Training" and based on the concept, self questionnairein to investigate; at the same time, structural observation and unstructured observation combining lectures in more than30; Combination of participant observation and non-participant observation, Participate in teaching and research will be10times; structured interviews and non-structured interviews, interviews with regular teachers and administrative staff total more than50people.By analyzing the reasons, we can conclude that the main existing poor teaching conditions, inadequate supervision, lack of excellent teachers’ example demonstrations, unstandardized promotion system and so on. On this basis, we can put forward some measures, such as inclusive development, institutional steel system, talents attracted into and retain and other proposals which has certain reference significance to the teachers’ professional development in minority areas.