A Study On Chinese Teachers’ Professional Development Of The High School

The professional development of high school’s Chinese teachers is the process which the individual worked in high school teachers’ Chinese specialized develops unceasingly under the combined action of the external environment and internal factors, is also the process of continuously to accept the new knowledge,to grow the specialized ability. In the curriculum reform of elementary education, as High school Chinese teachers how to realize teachers’ professional development better is particularly important.In study, after reading and learning from literature review of the professional development of teachers at home, the author uses the case study method and focus on one Chinese teacher in key high school in Lanzhou City, Gansu Province for study. In the study course, with help of the interview outline subjects and leaders, colleagues, students conducted interviews, the study lasted four months of classroom observation, gathered some kind of information about the study object.The study is divided into six parts. The first part is the introduction, describes the study of the origin, purpose and significance, literature review and research the basic idea. The second part is to explain the meaning of high school language teacher professional development. The third section focuses on the professional development of research subjects. The fourth part is to analyze the internal and external factors about the impact professional development resolution for study object. The fifth part is derived Analysis and Enlightenment, Include:the establishment of a harmonious relationship between teachers and students is the spirit of the professional development of teachers to lead the culture refined aesthetic taste is the basic guarantee of the professional development of teachers; rigorous scholarship is a solid foundation of professional development of teachers; continuous self-reflection is an effective way for teachers’ professional development; harmonious school climate is a broad space for teachers’ professional development. Part Ⅵ is the conclusion, a reflection of the study.