On The Current Situations,Problems And Countermeasures Of Primary School Proficient Teachers’ Independent Development

In the new background of globalization, information technology, the role of teachers is undergoing transformation. Teachers are no longer the original knowledge and traditional values intergenerational transfer who should now play a more skilled practitioners, have the ability to reflect the role of educator. So, throughout the educational activities, the "autonomy" is a key factor in internal teacher professional development, teachers should be full of, threw himself take the initiative, consciously and cooperatively involved, rather than passive involvement. Seen in this light, the teacher’s "autonomy" should be taken seriously. However, the existing models of teacher education teachers have neglected inner growth mechanism, ignoring the teacher as play the main initiative. Especially proficient teacher, may be at the professional development of "stagnation" or professional growth are facing confusion, at the end of his career can only use "barely competent" to describe. Want to become a successful teaching experts, competent teachers contemporary conferred responsibility, achievement of high-quality group of students, improve the quality of self-occupation, in order to promote vocational wonderful life, it requires teachers to play a positive initiative, teacher development needs conscious.This study collected data from 10 primary school teachers in Nanning,Guangxi Provinc e. Conducting a survey through literature,questionnaire survey and in-depth interview method to understand the status of teachers proficient in the professional autonomy, including the sense of self-development, the concept of self-development, four aspects of behavior and self-development planning, impact analysis within the proficient teacher self-development, problems and external factors as well as self-development, the author found in the survey the following questions: Burnout and "plateau" led to a lack of self-awareness; imbalance independent development concept and behavioral; professional development experience of confusion, lack of goals and planning; and evaluation of existing incentive mechanisms leading to the development of independent power shortage; and ways to support the school environment can ’t meet the need.For the above problems, the author proposes a two-pronged strategy recommendations. As a proficient teacher, self-development should actively with plastic autonomy as a way to customize the professional development of teachers; including: develop a positive attitude and vocational education Concept body; forming a positive self-awareness to develop professional development objectives and planning, effective self—management; emphasis on practice-Reflection important role in teachers’ professional development; action research education, innovation and attention to grow. Proficient teacher development of the external environment, that schools should actively outside the plastic environment, providing support teacher autonomy in favor of external growth, including: creating a democratic and free environment, giving teachers’ professional autonomy; establishing participatory teacher training model to meet teachers’ professional development needs; create a learning organization atmosphere, the establishment of multiple effective teacher learning, cooperation platform; the establishment of appropriate evaluation and teacher growth incentive aspects.