An Investigation On The Current Situation Of Junior Middle School Chinese Teachers' Professional Development

Junior middle school stage,as the last stage of compulsory education,has the role of connecting the past and the future,which is of great importance to the development of students.Especially the Chinese subject bears the dual task of mastering knowledge and cultivating sentiment.Therefore,we need to pay attention to the professional development of junior middle school Chinese teachers.This paper is an investigation on the current situation of junior middle school Chinese teachers' professional development from the perspective of psychological anticipation.Through the analysis of the current situation of the professional development of junior middle school Chinese teachers in different regions,different genders and different teaching ages,the deficiencies in the professional development of junior middle school Chinese teachers are summarized in order to explore the path to optimize the professional development effectiveness of junior middle school Chinese teachers.This paper is divided into five parts: introduction,research design,research discovery,path and countermeasures,and conclusion.The first part:Introduction.This part is divided into the research origin,research status,research content and research objectives,research methods,research significance and the definition of core concepts.The second part:Research design.This part mainly discusses the research object,the tools used in the research,the research process and the treatment of materials.The third part:Research discovery.Through the analysis of the questionnaire data and interview reports,the author found that the professional development of junior middle school Chinese teachers is affected by the group differences such as region,family,gender,teaching age and professional title.These factors mainly affect junior middle school Chinese teachers' development motivation,choice of training form or content,development confidence,enthusiasm for participating in training,formulation of career planning,etc.The author analyzes the group differences of junior middle school Chinese teachers,which provides a basis for exploring the path and countermeasures to optimize the professional development effectiveness of Chinese teachers in junior high schools.The fourth part:The path and countermeasure of optimizing junior middle school Chinese teachers professional development effectiveness from the perspective of psychological expectation.According to the research findings in the previous chapter,the author finds that optimizing the professional development effectiveness of junior middle school Chinese teachers can be started from the following three aspects:To formulate professional development programs for junior middle school Chinese teachers;Flexibly treat the group differences of junior middle school Chinese teachers;Junior middle school Chinese teachers actively devote themselves to the main position of Chinese teaching.The fifth part:Conclusion.This chapter discusses the author's main findings in the investigation process,the shortcomings in the research process and the direction of future efforts.