Study On The Current Situation And Countermeasures Of Junior Middle School Teachers' Professional Identity

The teachers are a force of education reform,researches on the topic of ‘Teachers' has always been the hot and difficult issues in the field of educational research,which has gradually become the ‘prestigious doctrine' in researches.However,researches which identify the teacher profession has been done in recent ten years.Meanwhile,with the transition of the society and education,teachers who act as a potential powerful force for change have already been respected by people.Paying attention to the teachers' professional identity not only enables teachers to learn self-understanding and promotion,but also helps implement teachers' subjective status and play teachers' initiative.Primary and secondary school teachers' Professional Standards(Trial)promulgated by the ministry of education in 2012 provides the specific normative basis for the professionalism of teachers.However,under the framework of this ‘standard',teachers have a ‘difficult' change.Does the teachers agree with the basic requirements of the middle school teachers' professional standards,and the level of teachers' professional identity affects the value of teachers' subjectivity and the overall quality of teachers.Therefore,this study is based on the results of existing research,take the basic requirements of the middle school teachers' Professional standards(Trial)as the judgement criteria,focusing on the analysis of the Current Situation of primary and secondary school teachers' professional identity in Dalian.And then the study carries out the test of difference,and puts forward corresponding countermeasures and suggestions for the problems discovered,hoping to improve the primary and secondary school teachers' professional identity Level,to achieve the formation and construction of teachers' self-meaning,and then to promote their professional development.This study of junior high school teachers uses documentation method,questionnaires method and interviews method.Based on the existing literature research which has been analyzed,according to the teachers' professional philosophy and ethics,professional knowledge,and professional ability of the three Dimensional in the middle school teachers' Professional standards(Trial)design questionnaire.Take Dalian city as an example,366 junior high school teachers and seven schools were investigated,choosing 20 junior high school teachers and 20 corresponding junior high school students as in-depth interview.Through the research,we found out the problems faced by junior middle school teachers in their professional identity,explored the causes of the problems,and then put forward corresponding countermeasures and suggestions.This research is composed of six parts.The first part is about the questions raised,mainly to explain the research background,literature review,research purpose and meaning,research method and process;the second part is the related concepts definition and theoretical basis;the third part is the research status and analysis,mainly junior high school teachers professional identity status analysis and statistical differences;The fourth part is the analysis of the problems and the reasons.Through the research,it is found that the junior middle school teachers' professional identity has had the following problems: the teachers don't have firm professional beliefs;the teachers don't pay attention to the students;the teachers' general knowledge is not abundant;the teachers' understanding of class management is not enough;the teachers' attitude of professional reflection and development is not positive.And then researchers analyze the causes of the problems that the teachers' professional consciousness is relatively low;the teachers have not yet establish a correct view of the students;the teachers may have some misunderstanding of professional knowledge;the teachers lack of teaching tactics;the teachers don't have strong consciousness of self-professional development.Based on the above problems,the researchers analyzed the related reasons and put forward the following countermeasures and suggestions: First,arouse the subjective consciousness of teachers and cultivate teachers' professional identity;second,pay attention to the concept of student-centered and strengthen the relationship with students Communication and exchange;third is to strengthen the study of professional knowledge and improve the quality of education and teaching of teachers;Fourth,to play the role of teaching tact to strengthen the teachers' understanding of class management;Fifth,grasp the teaching of reflective skills and raise teachers' consciousness of the professional development.