Development Of The Entry Of The Primary School Chinese Teachers Prseofessional

The present study suggests that the entry of primary school language teacher development means refers to just the entry of 1 to 3 years of language teachers in support of certain external environment, through teaching, reflection, cooperation, research and other continually updated knowledge structure, increase professional skills, foster professionalism, promote self professional development, so that their non-language education professionals to become a more professional language education professionals.In reference to the many research results and methods on teachers ’professional development, the study decided to take this case study, literature, observation, interviews will be rendered into the level of primary school language teachers’ professional development and status quo to the reader. In order for the entry of primary school language teachers’ professional knowledge, professionalism, and expertise to analyze three aspects to explore. Analyze and summarize the impact of language teachers recruited primary factor in the development and proposes to promote the entry of primary school language teachers’ professional development initiatives.The full text of the basic structure is as follows:The first part is the introduction, and then ask questions, discuss topics of the value lies, and analyzes the status of research. Defining the connotation of entry primary school language teachers’ professional development, professional development and to explore the structure of language teachers from language teachers’ professional knowledge, professionalism, expertise in three aspects, and propose ideas and methods of this study.The second part of the case, questionnaires, interviews with teachers and classroom observation method of combining, for the entry of primary school language teachers’ professional knowledge, professionalism, expertise survey found three areas in question are as follows:1. Professional knowledge:pre-vocational knowledge solid enough, especially education level is not in-depth subject knowledge, lack of practical knowledge; learning to update professional knowledge subjective intention is not positive enough, there are ways to update their knowledge in the form of tendencies.2. Professionalism: choose this career, mostly due to external motivation, lack of internal motivation; understanding of their own personality always smoke and mirrors; shortcomings theoretical understanding of professional ethics for teachers; in the professional beliefs, lack of long-term planning, no clear goals.3. Professional skills:lack of preparation before class, questioning the lack of guidance, classroom chaotic rhythm, reviews are not in place, not deep enough knowledge to explain, interpret the text word for word appears Pacific plate and the like.Again, according to the survey and analysis of the impact of the entry of Chinese Teachers’ Professional Development of Primary factors were analyzed and summarized. Factors Affecting Professional Development, mainly from personal factors (personal locator, Personality), family factors (family environment, education and experience), school factors (school system, organization and management, student cases), social factors (social status, wages) Four two aspects to analyze.Finally, to promote the entry of primary school language teachers’ professional development ideas. Mainly self-development is analyzed from two aspects and external conditions put forward in this study comments:1 self-development is the key:to establish development consciousness, seek professional development; strengthen the teaching reflection, the formation of self-teaching style.2. External conditions guarantee: administrative departments of education to lead, reform and implement policies related systems; school management support, develop and motivate the development of new teachers; community support, building and maintaining a good social atmosphere.