The Effect Of College Entrance Reform On Geographical Teacher Professional Development

The reform of National Matriculation Tests aims to shift the Basic education from examination-oriented education to quality oriented one, in the process of which all practical teachers are essential. Quality-oriented education requires that we abandon the traditional criterion of evaluating and selecting talented people. Meanwhile the reform of the college entrance examination tends to request teachers get rid of the traditional ideas and methods of education and teaching, which will impel the teachers, especially these in senior high, to enhance their professional teaching standards. This paper, based on the reform of college entrance examination of geography, explores the effect of the reform on senior high geography teachers’ professional development. Besides, it also attaches great importance to the ways to promote the teachers’ professional development.This paper can be divided into 6 parts:The first part is the introduction, including the summary of philology and research design. Having taken up in the education for 4 years, I come to find that the teachers’ professional development is crucial to teaching achievements and the development of elementary education. The newly-started reform of the CEE which buffets teachers all over the country has a great effect on the teachers’ professional development. Based on the research both at home and abroad, I put forward this subject and dedicate to finding and analyzing the effect of college entrance reform on geographical teachers’ professional development and attempts to find appropriate solutions to improve the teachers’ professional development in geography and satisfying the needs of the times and society.The second part focuses on the contents and characteristics of the reform of college entrance examination in geography. The changing of tests in the CEE as well as the contents and form of examination and assessment reflect that the reform of CEE has been being improved in the direction of scientization, synthesization and systematization. Besides, in the teaching process of geography, the process of teaching and students are more prominent. The teaching contents are more flexible and the ability of learning is the most important. The exams will pay more attention to the current social affairs and local geography, focusing on students’ emotions and values. In addition, as the integration of the filed of study is increasingly strengthened, the CEE is intended to place more weight on the ability of students’comprehensive application.The third part proposes the concept of the professional development of geography teachers in senior high, that is, on the premise of fully understanding the nature and position of geography in the college entrance examination, geography teachers should advance towards geographical education with dogged fixity of purpose. They are ought to constantly improve their profession by means of various educational materials, according to the requirements of social development. They are supposed to be teachers of pacing with times who can not only teach geography, but also spread the spirit of geography. The professional development of geography teachers in senior high, which is affected by a lot of facts, is periodical and variable. And the reform of the CEE is the most important fact that has an effect on the teachers’professional development.The forth part, as the first core of this paper, is intended to find out the relations and effects between the reform of the college entrance examination and geography teachers’ professional development. It dialectic-ally amplifies on the influence of the reform of the college entrance examination on geography teachers’ professional development with authentic instances from positive and negative sides. According to the study, we find that the reform of the CEE is supposed to enhance geography teachers’awareness of professional development, which promotes them to refine the knowledge system of geographical teaching in senior high and improve their teaching skills. As we all know, the position of geography in the CEE, to some extent, impairs teachers’motivation of self-professional development. The assessment of the CEE,in addition, leads to the lack of support for teachers’development. However, the above negative effects can be weakened by the reform of the college entrance examination.As the second core of this paper, the fifth part, based on the results of the first 4 parts, explores four development alternatives for geography teachers under the background of the reform. Firstly, we should study the objective of the reform to further refine the professional teaching standards of the geography teachers in senior high. Secondly, we should make use of the characteristics of the reform promote the reflective practice of the geography teachers in senior high. Besides, we should analyze the changes in the evaluation of the college entrance examination to establish the new system of educational assessment. Last but not least, by changing the mode of the admission for taking the college entrance examination, we can make innovations in the on-the-job training of the geography teachers in senior high.The sixth part is the summary of this paper, mainly explains the significance and the imperfections of this paper.The innovation of this paper lies in three following respects. Firstly, it analyzes the new reform of the CEE from 2014, which makes the research materials more practical. Secondly, combining the reform of the college entrance examination with teachers’ professional development, it puts forward the concept of geographical teachers’ development in senior high and explores the effects of the reform of the CEE on teachers’ professional development. Thirdly, in terms of the present situation and the possible atmosphere of the teaching of geography in senior high, it comes up with appropriate solutions to improve the teachers’ professional development in geography. However, with the limitation of theoretical level, knowledge structure as well as research environment, the text inevitably has deficiencies. I hope you will not mind it and I will rectify it in the teaching practice.