Case Study On Elementary School Music Teachers’ Professional Self-Development

201980s, the rise of teacher professionalization movement, creating a worldwide teacher professionalization movement. With the development of teacher professionalization movement, the professional autonomy of teachers has become increasingly prominent. Studies have shown that the United States more than40%of teachers feel out of control; nearly a third of teachers willing to let things stay the same, and expressed concern about whether they can manage their own work;20%of the teachers even began to doubt their own work as the ability of the teachers. Enhance the exploration of the professional autonomy of teachers has become an important issue of current national teachers’ professional development to be solved.China’s new round of basic education curriculum reform teacher once again put forward new requirements, which requires teachers not only to the implementation of state curriculum standards, also requires teachers to have the capacity of curriculum adjustments and re-arranged, but also to schools.characteristics and the individual’s ability to rely on the development of new course content, improve the country the general direction of the course program from the perspective of curriculum development, the need for the development of different regions have different strategies and approaches. From a practical perspective, the new curriculum reform suggests that teachers should have professional autonomy, with more autonomy. The teachers have the right to select the course content based on individual strengths, school characteristics, student characteristics, teaching methods and curriculum development. Teachers’ professional development process is a gradual process, so that only the teachers themselves are willing to actively participate in, to have real progress and leap.Now, with the focus on teachers ’professional self-development issues, elementary school music teachers’professional self-development issues are also becoming increasingly visible into the people’s vision. In the school environment, the prevalence of weak awareness of teachers’ professional self-development, deviate from the method, choose the wrong way, action status lag. Therefore, this study, the basic situation of primary school music teachers’ professional self-development as the starting point, using the case study method, three music teachers’ professional self-development status of a primary focus of inspection, through the consciousness of the music teachers’ professional self-development status, planning, action status, regulatory status, to reflect the status of understanding and analysis of the actual situation of the combination of the school formed the conclusion of this study and make recommendations accordingly. The framework of this study are as follows: The first part:the problem background, significance and research methods were summarized and induction;Part Ⅱ:For domestic and foreign pre-study for this problem comb divided into related concepts defined, the need for teachers’professional development, teachers’professional self-development strategies and approaches, the impact of teachers’ professional self-development andthe question about the context summary and description;Part Ⅲ:Case Study section of elementary school music teachers’ professional self-development of the basic situation, the use of interview materials collected and summarized, refining the status quo;Part Ⅳ:the basic characteristics and influence factors of the elementary school music teachers ’professional self-development, through case studies and the impact of the music teachers’professional development for the education of summary here;Part Ⅴ:an effective way for elementary school music teachers’ professional development. Combine questions raised by the analysis of reasons, come to the conclusion summarizes the stages of elementary school music teachers’professional development.