A Narrative Research On The Growth Course Of Expert Geography Teacher In A Middle School

As a project of vital and lasting importance,education should be regarded as the foundation,and teacher oriented should be taken to revitalize education.With the rapid development of knowledge and technology,the strategic position of teachers for education has been increasing,and professional development of teachers has been received fully focus.The Outline of the National Medium and Long Term Education Reform and Development Plan(2010-2020)(hereinafter referred to as the “Outline”)clearly stated that “We will strive to create a high quality and professional teachers with high morality,exquisite professionalism,reasonable structure,and full off vitality”.The 19 th CPC National Congress report also proposed that “we should train the contingent of high-quality teachers”.The stage of the expert teachers is the highest one of teachers' professional vertical development,which represents the high development of the professional level of teachers.Therefore,the development of expert teachers is not only the fundamental requirement for our country to build a powerful country in education,but also the target need of teachers' professional development.Because the geography of middle school in China has been in the marginalized position of the “minor subject” for a long time,it has been paid less attention to geography education and still in its infancy.The comprehensive reform of geography education has put forward with new requirements and goals for geographical educators.Therefore,it is an inevitable trend to promote the geography teachers' professional development and quality improvement.Only by promoting the growth of geographically educated workers to expert geography teachers can we effectively improve students' environmental literacy,global awareness,geographical practical ability and concept of sustainable development and other geographic literacy,and improve the quality of geographical education.Each individual will be affected by the unique macro-social background and micro-environmental growth environment,so the research on the growth of expert geography teachers should not only study their educational concepts,educational methods,and educational wisdom,but also pay attention to their growth process,and deeply realize and reconstruct the path of the growth of expert geography teachers in a comprehensive and three-dimensional way.Based on this,the study adopts the educational narrative research paradigms from the research method of “Qualitative”.Using narrative research can enable teachers to fully express their real emotions and do self-reflection at the same time.Based on the research of related literature,this study selected a teacher surnamed Zhang,an expert teacher from Henan Province,as the research object.This study used the method of narrative research in education,to enter into her real world from education and life through in-depth observation,and close to her voice inside her heart by deep interviews.This study intends to deeply describe Mrs.Zhang's real growth experiences and professional development stories,to reproduce the process of expert geography teacher's growth more comprehensively and more tridimensionally.This study combines expert teachers growth and geographical discipline,and abstracts the common law of the growth of the expert teacher.Meanwhile,from the perspective of the specialty of geography,this paper makes a thorough and detailed educational narrative research on the growth experience and professional development process of the geographical expert teacher.The narrative clues of this research is time,and it focuses on the integrity of the storyline.The narrative method adopts the first person which shortens the distance between the readers and enhances authenticity and readability.It makes a great significance in reference for the professional development of the geography educators.Through the study,we found that the firm belief of “lifelong learning”,that is the wishes of teachers' self-improvement and the specialties of self-consciousness,encourages teachers to constantly achieve self breakthrough and transcendence.The educational concept and feelings of the expert teacher originate from her understanding and generation in her personal growth experience,and promote her pursuit of the true meaning of education on the road of professional development.Professional responsibility,positive and optimistic attitude,and harmonious and friendly interpersonal relationship is the secret of the expert type geography teacher to relieve the pressure and solve the problem,and the emotional exchange with the students and the joyful emotional experience are the motivators in the teachers' professional development.The continuous updating of teachers' professional knowledge and self-construction can optimize teaching practice and promote quality teaching,which is the professional foundation of expert teachers.Teaching reflection and research are the core factors and the important ways in the professional development and self-improvement of the expert teachers.The key events and the significant people have a profound influence on the expert teachers' professional choice,ideal setting and career achievements.The atmosphere and environment in a harmonious and democratic family is the solid backing for the growth of expert teachers.The school environment,teacher group culture and growth platform provide good external conditions for the professional growth of expert geography teachers.From the above analysis,we can know that the study on the teacher Zhang Weili's professional development and influential factors is typical and representative,but the narrative research focuses on the individual and the understanding of experience.So I try to play a constructivist role.The aim is to use the perspective of hermeneutics and phenomenology to follow the essence of narrative research.The study tend to make a detailed and profound understanding,discussion and interpretation of the growth process of the expert geography teacher Zhang Weili,rather than produced a theory or conclusion with universal significance.