"Classification Isomerism" And The Professional Development Of Chinese Teachers Before Entering The Service

The ever-evolving educational undertakings and the increasingly new curriculum reforms have all placed higher demands on teachers.The professional development of teachers is getting more and more attention.Pre-service Chinese teachers are the backbone of future Chinese education.The level of professional competence of this group and the extent of professional development largely determine the level of language teachers in the future.However,there are certain problems in the professional development of pre-service language teachers,especially in the lack of practical knowledge,education teaching practice ability and education scientific research capabilities.As a method of comparative education research,“Same Class Isomerism” takes classroom teaching as a place and taking raises the efficiency of classroom teaching and promotes the professional development of teachers as a goal.It can prompt teachers to form a learning community and promote their professional skills in peer mutual assistance and comparative reflection.Therefore,this paper proposes to promote the professional development of pre-service Chinese teachers by carrying out the teaching activities of “Same Class Isomerism” as the main method.Strive to solve some problems encountered by pre-service Chinese teachers in professional development and provide some practical methods as well.This paper takes the questionnaire survey method,literature research method and case analysis method as the main methods,and conducts research from the following aspects:The first part elaborates the origin of this research and makes a conceptual definition of teacher professional development and “same class isomerism”.The second part finds and discuss the problems that the pre-service Chinese teachers will have in their professional development from analyzes of questionnaire.The third part discusses the necessity of pre-service Chinese teachers’ participation in the "same class isomerism" in light of the actual needs of their professional development.The fourth part explains the principles of pre-service Chinese teachers’ participation in "same class isomerism".The fifth part,the core of the whole study,explores the ways which pre-service Chineseteachers participate in the “same class isomerism”: firstly,independently conduct “same class isomerism” teaching activities;secondly,study the lesson of "same class isomerism" in front-line teachers and explain the precautions involved in these two methods.The last part elaborates on the innovations and deficiencies of this research.