The Wrong Regions And The Guiding Strategies Of Teachers’ Autonomous Development In Primary And Secondary Schools

Teachers’ autonomous development refers that teachers who have the subjectivity of education in the process of development can realize the needs of the self-development, have personal knowledges and abilities of self-development, make plans of development and control strategy consciously and actively, take action and rethink of a series of education practice effectively.Teachers’ autonomous development has its specific theoretical bases. Subjectivity theory lays a philosophical basis for teachers’ autonomous development. The lifelong education theory provides the basis of sustainable development for the autonomous development of teachers, and the new curriculum theory puts forward new quality requirements to teachers’ autonomous development. Constructive learning theory suggests that teachers’ autonomous development is positive, constructive, diagnostic and reflective. Hierarchy of needs of Abraham Maslow requires teachers’ internal demands be attended.Based on the above theories, this study research on the present situation of teachers’ autonomous development around the issue of teachers’ autonomous development in primary and secondary schools, from consciousness, personal knowledge, ability, planning and action to subjectivity, using the method of literature research, comparative research, questionnaire survey and interview, finding that the overall level of consciousness of teachers’ autonomous development is higher, that the degree of teachers’ understanding of personal knowledge is low, that the ability of education scientific research and autonomous learning is short, that the implementation of autonomous development does not reach the designated position,that teachers are lack of the subjective initiative of autonomous development, that the self-consciousness of autonomous development is in the average level, and that teachers’ creativeness is changing with teaching time.This research attempts to reveal the misunderstandings in the process of the teachers’ autonomous development in primary and secondary schools: the first is to equate discipline professional development to teachers’ professional development, the second is that the overt behaviors of teachers’ development are regarded as theessence of teachers’ autonomous development, the third is that the foreign related theories of teacher development are regarded as the best standards of teachers’ autonomous development in our country. The study found that teachers’ autonomous development in primary and secondary schools with the wrong region to a great extent has its inevitable cause: the first is that teachers lose education subject status, not only in the society and schools,but also in the education scientific research, the subject status of teachers is not guaranteed; the second is that teachers lack of the quality of autonomous development, showing that their capacities of autonomous development are low and the implementation does not reach the designated position.The problems above arouse my reflection on how to guide teachers to walk out from the wrong region of autonomous development in primary and secondary schools.First of all, it’s up to set up the teacher’s education subject status, to arouse teachers’ education subject consciousness, to have the subject status of education, to improve their ability of education subject. Secondly, it’s up to safeguard the teacher’s professional autonomous right, to delegate the teachers’ professional autonomous right,and to guide teachers understand and use it correctly. Again, society, schools and individuals, and other forces have to provide the platform of autonomous development for teachers, and build a reasonable development environment and atmosphere.