Research On The Development Path For The Backbone Teachers’ Adaptive Expertise

Teachers’ professional development is an important issue in current basic educational reform. In the process of teachers’ professional development, people have gradually realized that "the backbone teachers’　training" is only focusing on the teachers’　professional knowledge, skills, ethics and cordiality. That cannot help the backbone teachers to deal with the knowledge society. Teachers’ professional development can be truly formed and improved only when the teachers’ instrumentalization, the utilitarian and formalization of teachers’ professional development are abandoned and teachers learn autonomously in the process of problem solving in the professional practice of the real condition. The "adaptive expertise" arises with the formation of knowledge society. In a short span of 30 years, adaptive expertise has received positive attention by many scholars from all over the world. Researchers in different fields have devoted themselves into the study. Therefore, the research of the "teachers’ adaptive expertise" has also started, providing a new path for teacher professional development. In the knowledge society, the main motivation of teacher’s professional development is innovation, and the innovation is also the core element to enhance the teachers’ professional competence. The adaptive expertise possesses the dual components of knowledge and innovation and is the core characteristics of the innovative professional teachers. Obviously, developping the teachers’ adaptive expertise can also stimulate the teachers’ creativity, and by teaching effectively with the help of the accumulated knowledge and experience, the teachers’ can improve their level and receive continuous success in the process of problem solving. Based on this, this study chooses the adaptive expertise of backbone teachers’ development as the research problem.This research focuses on the following problems:what level the backbone teachers "adaptive expertise" is? In the process of solving the problem of education, whether there is a correlation between the backbone teachers’ different tendencies and their gender, the accumulation of experience, the honorary title won, education background changes, the types of the area of the schools? Or what are the factors that influence the backbone teachers when they show the different tendency in the process of solving the problem of education? Through solving the above problems, the research by means of literature research (mainly refer to Dr Wang Mei about the evaluation of gauge with teachers’adaptive expertise), compiled "the questionnaire about the development level of the backbone teacher adaptive expertise". The questionnaire is mainly from the conceptual understanding, the changes with the adaptability in the new situation, learning tendency and metacognitive four dimensions to resolve the development level for backbone teachers’current adaptive expertise, and carries on the questionnaire reliability and validity of the necessary inspection and analysis. On this basis, the paper surveyed 266 backbone teachers in 10 different provinces that participate in the "national training plan-2014 backbone teachers’high-end training class", and in-depth interviews to individual teachers. This study was carried out on the survey data of quantitative and qualitative, the main conclusions are:(1) the overall status of backbone teachers’ adaptive tendency is not very ideal. Mainly embodied that the expertise level in the backbone teachers is very large, a lot of backbone teachers attaches no enough importance to development of understanding, based on the current situation/problem appear inflexible, the backbone teachers don’t pay enough attention to the teaching behaviors and the self-reflection of metacognition level also needs to be strengthened;(2) there are significant differences on many factors with backbone teachers’adaptive tendency in different groups and different school. Overall, the backbone teachers in the development of adaptive tendency with the long seniority, senior honorary title, changed educational background is more positive than the backbone teachers with short school age, low level of honorary titles and education did not changed; City schools, provincial key school is better than that of rural schools and ordinary schools; Although backbone teachers’gender in development of adaptive tendency is not significant correlation, but on many factors male teachers’development of adaptive tendency are more positive, and female teachers on some other factors also show the ideal state.According to the analysis and discussion of the investigation and the excavation of influence factors with backbone teachers’adaptive expertise, this study mainly aims at the backbone teachers itself (exclude the interference of the external environment) discussing the effective strategies and path for the development of the adaptive expertise:(1)cultivate the ability of learning, constantly learning; (2) carry out the normal professional cooperation exploratory activity; (3)implement professional fitness training with priority practical condition; (4) strengthen the self-examination, promote the development of cognitive ability.