Research On The Strategy And Practice Of Professional Development Of Young Chinese Teachers

The professional development of Chinese teachers in the initial stage is the key period of the whole career,which has a great influence on the future development.The teachers in this stage are confronted with the transformation of roles,environmental changes,and the running of professional knowledge and teaching practice.Therefore,this thesis focuses on how to achieve the professional development of young Chinese teachers.The paper adopts the method of combining qualitative and quantity research,the author go deep into the teaching line of high school,mainly through the questionnaire survey,interviews and teaching observation and other ways to gather information.Through in-depth interviews with three teachers in the five-year period,and with more than 5 years of experience in the professional development of teachers as a reference to analyze their professional development status,and strive to identify the universal problem,and try to propose practical methods.The structure of the thesis is as follows:Firstly,explaining the research object and the working environment,and using the amount of research methods to analyze the experience of the Chinese teachers in the 5 years or more.In addition,the author analyzes the professional development of the three young Chinese teachers who are in the five years.And secondly,analyzing the present situation of the the young Chinese teachers professional development,and trying to propose some feasible professional development strategies from two aspects of school and the teacher's individual.Finally,the author applies the above-mentioned tactics to the practice of the Chinese teaching to confirm the feasibility.It is hoped that the author proposes a feasible strategy base on the investigation and research on the professional development of the young Chinese teachers of the high school,which to provide reference for the young Chinese teachers at the beginning of the future.