Research On The Institutional Guarantee Of The Professional Self-development Of The Class Tutor Of Primary School

Class tutor in primary school plays a cornerstone role on students’ moral growth as the teacher’s independent development not only relates to his personal profession, but also affects the formation of students’ personality. In reality, however, the state of the teacher’s professional development does not make us satisfied because of the heavy work pressure, low treatment and allowance. The difficulty that the teacher is facing with has caught scholars’ eye. Although more and more scholars have known the importance of system guarantee for the teacher’s professional development, the existing literature haven’t formed theoretical system for teacher professional development with the superficial analysis of guarantee system and shortage of exploration about the impact of different institutional guarantee to the teacher. In view of the past result, this study taking the method of questionnaire and interview, the class tutor as the research object, tries to deplore the teacher’s professional independent development and the present situation of the guarantee institution to provide theoretical basis and improvement suggestions for perfecting the system by reflecting and judging the existing system of the teacher (including assessment, evaluation, promotion, research, etc.) and deepening the knowledge of the teachers’living condition and their urgent need for the institution guarantee.This article has five parts according to the research purpose. The first part gives the theoretical hypothesis-the class tutor’s professional self-development is a system under the analysis of relevant theories of pedagogy and ecology, which discusses the two core elements --- independent reflection and professional cooperation of the class tutor professional self-development and elaborates the system’s impact on the professional development from the aspects of funds, evaluation, research and training.The second part mainly describes the teacher’s present work situation, the professional cognition and the process of professional independent development through the questionnaire, and analyzes the relevant variables and the influence of the system to the teacher’s professional self-development.The third part generalizes the existing problems in the development of teacher’s professional autonomy system with the questionnaire analysis and empirical material, mainly including insufficient material input, unreasonable assessment, ineffective and lagging research, and imperfect training system. The fourth part dissects the reason of the poor performance of class tutor’s professional independent development from four aspects; the education management system, campus culture, funds allocation and insufficient consciousness of the teacher professional development.The fifth part is countermeasures part of this article, where four suggestions are given in view of the above problems and reasons exploration. The author advise to increase the class tutor’s special fund, set up scientific evaluation, promote teacher’s cooperation to improve teaching and research, and perfect the class tutor’s professional training.