The Research On Primary Science Teachers’Professional Development Issues And Countermeasures

With the nationwide implementation of elementary science course,elemetary schoo1science teachers start entering into people’s view.As the same time, the professional de velopment of elemetary school science teachers is becoming a hot topic of people’s rese arches.The author carries on three questions which enclose science teachers’ professional development. First, what is the problem of primary science teachers’ professional development at present? Second, which factors affect the primary science teachers’ development progress? Third, how can we promote the achievement of primary science teachers’ professional development smoothly? These three questions also present the paper’s research route.The author analyses the primary science teachers’ team in Heilongjiang Province through questionnaires and interviews and then concludes the problem existing in the team. The results of the survey show the characteristics of primary science teachers’ team. The characteristics include particular stress on teachers’age structure, large proportion of part-time teachers, low qualified rate of teachers and little teaching experience of science education.After understanding primary science teachers’ actual situation, the author investigates current situation of primary science teachers’ development from several aspects, such as living condition, occupation identity, awareness and methods of professional development and so on. From the result, it is clear that the situation of primary science teachers’ professional development is not optimistic.The pessimistic situation is a result of many factors. Since individual’s subjective initiative and external environment can both be taken into consideration? The paper analyzes the reason of primary science teachers’professional development issues from internal and external factors. The author thinks the main internal factor is the teachers’ ability level and awareness of professional development. While the external factor shows in three aspects. That is, atmosphere of career advancement, training activities and social environment (including occupation prestige and social status). Paper brings forward a series of basic policy to promote the level of science teachers’ professional development from four aspects:system, organization, culture and individual. In aspect of system, teachers’ qualification and appointment system should be detailed, teaching evaluation system should be improved, reward system should be completed and self-service training system should be pursued. In the aspect of organization, funds support and publicity should be increased. In the aspect of culture, teachers should be encouraged to form a self-motivated idea of growing on the base of building group culture together. In the aspect of individuals, teachers should be called on to realize self professional development by some platforms, such as teaching competition, internet and so on.