A Study On Exploring The Paths Of Double-Qualities Teachers’ Professional Development In Secondary Vocational Schools

Promoting double-qualities teachers’ professional development in secondary vocational schools to construct high-level and echelon team of double-qualities teaching staff is not only to conform to the international development trend of professional of the teachers development, but also to adapt to the requirement of secondary occupation education reform in our country, it is an ideal method for double-qualities teachers to promote profession-al competence as well. Therefore, along with more and more attentions are paid on double-qualities teachers’professional development and faculty-building, its teaching staff has begun to take shape and gone into orbit at present. In this instance, research on the matter has significant theoretical and practical value. On the one hand, these efforts would enhance double-qualities teachers fully tap individual’s internal potential, strengthen self-reflection and self-learning that must be able to help them take the professional development as the concept, the direction of its development.so that they may be brought to their full play in secondary vocational schools development. On the other hand, these efforts also would conducive to secondary vocational schools and organizations actively create the ambiance, environment or the implementation of teacher training programmers, and eventually serves build a high-quality, high level double-qualities teaching staff who suitable for the characteristics of secondary vocational education to improve the quality of education and realize the connotative development.In order to promote double-qualities teachers’ professional development, improve the quality of vocational education, this study is focused on the following four issues:What is the rational demand of double-qualities teachers’ professional development in secondary vocational schools? What is the actual state of double-qualities teachers’ professional development in secondary vocational schools? What are the factors that affect double-qualities teachers’ professional development in secondary vocational schools? What are the effective paths of double-qualities teachers’ professional development in secondary vocational schools? In order to explore and solve these problem, this study is on the basis of theoretical research, empirical research, through theoretical research to empirical research, and combine theoretical analysis and empirical analysis is the one of features of the article’s logic order. The main conclusions are as follows:1.Lifelong learning theory, hierarchy of needs theory, human capital theory, and life cycle theory of four theories as the research foothold of double-qualities teachers’ professional development in secondary vocational schools; the essential connotation of its concept connotation and four phases of development as the research breakthrough point; the unification of occupational and educational; the unity of theory and practice, specialization and comprehensiveness unity of three characterizations of the otherness as the research point of distinction;the professional philosophy, expertise, professional affection and professional self of four content structure perspective as the focus. The purpose of study is to realize three missions which is to improve the quality of double-qualities teachers, construct a well-structured teaching staff so that conform to the trend of teachers’professional development; highlight the characteristics of vocational education, optimize the teaching process and enhance vocational school effectiveness; encourage the teacher to participate in the curriculum reform, push forward the specialty construction, so as to achieve the sustainable development of secondary vocational schools as the foothold of the play.2. The double-qualities teachers’ professional development has obtained remarkable achievement in the country’s strong support, includes some aspects as follows.(1) With standards has been gradually issued, profession content becomes clear;(2) With efforts have been intensified to faculty-building, the atmosphere of development becomes beneficial;(3) With teacher training has been carried forward, professional development was developed in a most gnarled and complicated way;(4) With unique teacher management system has been made, great importance was attached to professional development activity. The undeniable fact is the situation of its professional development has many problems to be solved, so is not so optimistic. Mainly for, ego professional development recognizant weakness; the structure of professional knowledge imbalance; professional development way is limited; lake of inducements and capacity to sustain professional development.3. The factors that affect double-qualities teachers’professional development are many-sided, complex. The factors come chiefly from teachers themselves, Social ideology and interior of the system of Chinese education, relevant enterprise and so on.4.This article discusses the basic strategy from the individual’s point of view, mental in echanism, model, the failsafe mechanism and population effect that is based upon the rationa1demand and actual state of double-qualities teachers’professional development in secondary vocational schools, proceed from the influential factors.(1) Strengthening teacher’s self-mana gement, generate the intrinsic mechanism of double-qualities teachers’ professional developme nt;(2) creating a good atmosphere of humane environment, help to create an intrinsic motivat ion of double-qualities teachers’professional development;(3) establishing a new curriculum teaching mode, show double-qualities teachers’ professional development characteristic;(4)Co nstructing an omnibearing failsafe mechanism, build development platform for double-qualitie s teachers’ professional development;(5)Founding a community of teachers’ professional devel opment, coagulate the group strength for double-qualities teachers’ professional development.