Investigation And Research On The Professional Development Of High School Physics Teachers

The key to improving the quality of education is to build a professional team of teachers.In the context of a learning-oriented society that advocates life-long education,teachers should set an example for the whole people and become a practitioner of life-long learning.Teachers' learning is to continuously update professional knowledge,improve professional ability,and enrich professional emotions,that is,professional development of teachers.As an important means to improve teachers' professional quality and promote teachers' professional development,Post-professional training for teachers now neglects the staged characteristics of teacher professional development.Teachers of different teaching ages,different schools,and different learning objectives are concentrated in learning knowledge and skills,and adopt the same methods and standards.Such training ignores the intrinsic training needs of teachers at different stages and doesn't achieve the effect of promoting professional development.Based on the theory of teacher professional development stage,starting from perfecting the structure of physics teachers' professional accomplishment and aiming at promoting the professional development of physics teachers,this study investigates and analyses the following three aspects through designing questionnaires.(1)The physics teachers in the adaptation period,growth period,stability period,advancing period,expert period and recession period are investigated and analyzed in the professional development status of professional knowledge,professional ability and professional emotion.It is concluded that the professional level of physics teachers is very different at different stages,and the physics teachers at different stages have different professional development space.(2)It investigates the professional development status of physics teachers from different backgrounds,namely,different genders,different academic qualifications,different teaching ages,and physics teachers who teach at different school levels in terms of professional knowledge,professional competence and professional emotion,and draws the difference in the professional development level of physics teachers with different backgrounds.(3)Since Post-professional training is an important way for teachers' professional development,the status quo and existing problems of physics teachers participating in Post-professional training are investigated in this study,as well as the intrinsic training needs of physics teachers at different stages that must be understood to change Post-professional training issues.Based on the findings that different backgrounds and different stages of physics teachers' differences in professional knowledge,professional ability,professional emotions,and the commonality and personality training needs of physics teachers at different stages,as well as the problems of physics teachers participating in post-professional training,three suggestions for the post-professional training of physics teachers are put forward.Physics teachers personally pay attention to updating the post-professional training concept,establish the concept of independent development;The school optimizes the training mechanism,scientifically trains and manages the teachers;Establishing a scientific training mode,strengthening the cooperation between school and the training parties.