Research On The Development Of Teachers’ Professional Quality In Special Education Schools

In recent years,the state has paid more and more attention to the development of special education.From the 17th National Congress of the Communist Party of China,the 18th National Congress of the Communist Party of China proposed "supporting special education",and then to the report of the 19th National Congress of the Communist Party of China(CPC),it shows that special education needs to pursue high—quality education development.The state attaches great importance to special education and has issued a series of policies and measures to escort the development of special education.The overall level of special education in China has been greatly improved,the number of special schools is increasing,the number of special children in compulsory education stage is gradually increasing,the hardware facilities and equipment of special education schools are constantly improving,and the number of teachers is also growing.With the continuous development of the cause of special education,the objects of special education have gradually extended from the dominant obstacle type to the recessive barrier type,the form of special education placement has gradually moved from the initial closed isolation to the support integration.At the same time,the special education has gradually extended to the two poles of preschool education and higher education.Therefore,it is imperative to establish a team of special education teachers with sufficient quantity and high quality Slow down.In 2010,the outline of national medium and long term education reform and development plan(2010—2020)proposed to improve the special education guarantee mechanism,strengthen the construction of special education teachers,and take measures to implement the treatment of special education teachers.In 2014,the national special education promotion plan(2014—2016)proposed to strengthen the construction of special education teachers.In order to promote the professional development of special education teachers and build a contingent of high—quality special education teachers,the Ministry of education formulated and printed the professional standards for special education teachers(for Trial Implementation)in 2015.In 2017,in order to fully implement the requirements of the CPC Central Committee and the State Council on running special education well and further improve the level of special education,the state promulgated the second phase of special education promotion plan(2017—2020),which proposed to strengthen the construction of professional special education teachers.In order to implement the relevant policies and requirements of the state on special education,Yunnan Province has implemented five major projects,namely,the construction of special education schools,the construction of special education system,the improvement of special education quality,the construction of special education teaching staff,and the financial assistance for disabled students.In order to promote the healthy and balanced development of special education in Yunnan Province and ensure the construction of teaching staff of special education schools in Yunnan Province,the preparation office of Yunnan Province issued the "standards for the establishment of special education schools in Yunnan Province" in 2017,which requires the education,human resources and social security departments at all levels to allocate sufficient staff according to the characteristics and needs of special education schools.The construction of a team of special teachers with good professional level is the key to the success of special education in Yunnan Province.From 2008 to 2018,there were 38 new special education schools in Yunnan Province.The author investigated the overall development,professional development and professional quality of full—time teachers in 20 newly—built special education schools in Yunnan Province by questionnaire survey.The results show that: 11.In terms of the overall development situation: there is a serious shortage of full—time teachers in newly—built special education schools in Yunnan Province;the gender ratio is out of balance;the distribution proportion of ethnicity,age,teaching age and professional title is relatively reasonable;the educational level of teachers is higher,but the professional level of special education is low,and there are fewer teachers who graduate from special education major.2.In the aspect of teachers’ Professional Development: most of the teachers have participated in the post service training,but the overall number of them has not been much;the level of post service training has appeared a fault at the municipal and district levels,showing a hot phenomenon of both provincial and school level training;most teachers think that the number of post service training organized at present is insufficient,and the content and teaching of post service training accepted by teachers are not enough Teachers expect to receive training content is not consistent;most teachers expect to accept the training form of "theory explanation + operation demonstration",and are willing to participate in special education training classes and short—term training;teachers’ scientific research level is generally low,less teachers have participated in scientific research,and the number of published papers is small.Most teachers think that the biggest obstacle in scientific research is Lack of necessary guidance.3.The level of teachers’ professional quality: Teachers’ professional concept and ethics are good,teachers’ understanding and understanding of the profession,attitude and behavior of students are very good,they have a higher understanding of personal cultivation and behavior and education and teaching attitude and behavior,basically can achieve the teacher’s ethics first,students—oriented;teachers’ professional ability level is medium,education and teaching The teachers’ professional knowledge level is generally low,teachers’ understanding of education and teaching knowledge and general knowledge is insufficient,subject knowledge and students’ development knowledge need to be further improved.According to the results of the investigation,the following suggestions are put forward: first,the government should increase the investment in special education and allocate enough special education teachers;second,it should improve the special education training system and increase the intensity of special education training;third,it should implement the special education teacher qualification system to improve the professional level of teachers;fourth,the government and schools should create a good environment for teachers The fifth is to strengthen the training of special education teachers’ professional knowledge and ability,and to improve the professional quality of full-time special education teachers.