A Study On The Professional Standards Of American Accomplished Reading-Language Arts Teachers

As we all know,the quantity and quality of accomplished teachers all affect the country's educational development.Therefore,governments and professional organizations around the world are gradually promoting the development of teachers' professional qualities.Although China has a long tradition of respecting teachers and emphasizing education,it also attaches great importance to the development of teacher specialization,but so far there has not been a unified graded sub-discipline of outstanding teacher professional standards,and there are some problems in the selection and evaluation of outstanding teachers.The United States is one of the first countries in the world to formulate professional standards for accomplished teachers and has developed relatively well.The professional standards for accomplished Reading–Language Arts Teachers formulated by the National Professional Standards Committee(NBPTS)of the United States have high professional development requirements for Reading–Language Arts Teachers.The teacher's professional development has indicated a clear direction along the way,which has played a positive role in the construction of the national high-quality faculty.Therefore,this study makes an in-depth study and analysis on the concept,content and impact of the establishment of professional standards for American Accomplished Reading–Language Arts Teachers for 3-12 year old students,in order to have an important reference for the formulation of the current professional standards of Accomplished Reading–Language Arts Teachers and the cultivation of Reading–Language Arts Teachers in China value.This article includes six parts:The first part is the introduction part,which mainly includes the research background,literature review and definition of core concepts;The second part briefly summarizes the background of the establishment of professional standards for Accomplished Reading–Language Arts Teachers in the United States;The third part analyzes the standard Adhere to the basic teaching concepts of student development-oriented,emphasizing multi-party cooperation in families,schools,and communities,and reflective teaching practices;The four part focuses on introducing professional standards for outstanding Reading–Language Arts Teachers from three aspects: professional knowledge,professional skills,and professional attitudes The specific content of;The fifth part summarizes the characteristics of the professional standards of Accomplished Reading–Language Arts Teachers in the United States,and deeply analyzes the effectiveness and problems of the professional standards of Accomplished Reading–Language Arts Teachers in the United States;The sixth part preliminarily describes the status quo and the areas to be improved of the Reading–Language Arts Teachers professional standards in China,and then based on practice,obtains the merits of the professional standards of Accomplished Reading–Language Arts Teachers in the United States.Suggestions,including increasing the multi-party cooperation of Reading–Language Arts Teachers;standards focusing on students;establishing a special outstanding teacher certification body;developing professional standards for outstanding special teachers;...