Analysis On Professional Development Situation Of Chinese Language Teachers In Kashgar City’s Middle School And Counter Measure

The Xinjiang Uygur Autonomous Region is an area inhabited by various minority groups,especially Kashgar region in South Xinjiang where most of Uyghur population gathers together.Therefore, there is a saying that “A traveler who has not visited Kashgar has not really been toXinjiang.” Due to the distinguished regional characteristics of Kashgar, simple language learningin this region is filled with diversification and teachers for language teaching need to mastermultiple languages. There are bilingual teachers who have a good knowledge of languages andcultures of both minorities and Han nationality as well as single-branch monolingual teachersthat only teach one language such as Uygur or Chinese. With the promulgation andimplementation of the Outline of National Medium and Long-term Educational Reform andDevelopment (2010-2012), we have also achieved further development in this regard. Enhancingeducation and cultivating talents is the route we must take to realize the great rejuvenation ofChinese nation as well as national unity and prosperity. In this sense, our priority should bebuilding a high-caliber teacher troop, as its professional level is still quite essential.As China Western Development has been running for a dozen years and Kashgar is atypical city among various cities under this policy, it is worth to inquiry the development ofeducation there, particularly secondary school Chinese teachers’ professional conditions. Basedon the field investigation in many representative middle schools in Kashgar City, the authoranalyzed the current situations and problems existing in this domain, proposed somecountermeasures, hoping to make certain contribution to promoting the professionaldevelopment of Chinese teachers in Kashgar City while improving and balancing thecommunication between different ethnic groups and education in south Xinjiang.This paper employed documentary methods, research methods, interview methods andhistorical analysis in the course. It consists of four parts. The first one is Introduction, which wasundertaken from five aspects: the research origin of the topic, research status, the definition ofrelated concepts, research significance, research methods and research process; The second partis about the in-depth analysis of the basic state of secondary school Chinese teacher’sprofessional development in Kashgar City from the inside and outside environment; The thirdpart is Case Analysis. In order to analyze these more comprehensively, cases mainly constitutethree levels: secondary school’s super Chinese language teachers, ordinary Chinese language teachers and voluntary Chinese language teachers in Xinjiang; The fourth part put forwardcorresponding countermeasures based on the second part and third part so as to boost a healthyand steady professional improvement of these such teachers in Kashgar Prefecture.