Case Studies On The Professional Development Of Three Sociology Teachers From Rural Junior Middle School In Zhuji

The Ministry of Education in China has promulgated “The Revitalization of the21 st century Action Plan for education ” in December,1998.Which includes that we should vigorously improve the whole quality of teachers and call it “the Cross-century Gardner Program”.All of it has been stressed that we should focus on improving the level of the teacher's educational background,strengthen the post-training for in-service teachers,also need pay more attention to the training for core teachers and so on.Teacher's Professional Development is with a long history.It started by Fuller,an American scholar in the 1960 s and received its prosperity in 1970 s around European countries.It is lack of teachers in rural areas of China,not even mention about the development of teachers.Both knowledge and economy are in a rapid development nowadays.It can't be like that without the update of education.Cultivating and developing students' innovative consciousness and innovative spirit require new requirements for teacher education.With the increasing attention on the education for children,it asks more about selecting teachers,no matter it is from quality or morality.Indeed,to arouse the vitality of being a teacher should be on their own,using a lifelong self-education as a driving force to improve the development,putting the limited life into the unlimited development on teachers' professional ability.This article conducts with a sample survey on three Sociology teachers,which is on the base of deep interviews and observations of classes.It aims at analyzing the problems and obstacles during the development of Rural Sociology teachers under the background of the New Curriculum Reform,offering the targeted recommendations according to it.It is divided into five chapters.Chapter One,Introduction.It includes the research background,significance,research methods and the definition of the core concepts.The second chapter is about the theoretical framework and theoretical basis of the whole study.The third chapter is presenting the current situation of Professional Development of Rural Junior Middle School Teachers in the actual classroom environment.Chapter Four is about the problems and obstacles.And the last chapterelaborates the recommendations.