"Micro Development" Of Primary School Teachers’ Profession Based On The Perspective Of Life History

In order to promote the professional development of teachers,education management departments and schools have made concerted efforts and invested heavily,and new training measures and management models have emerged.However,these measures and models all adopt a top-down,large-scale,systematic and standardized approach,pursue short-term improvement and despise long-term stable development,obliterate teachers’ "self-awareness",and teachers become "tool people".The author calls this paradigm of fast development,external development and great development as the "macro development" of teacher profession.Its specific manifestations are: in concept,knowledge and skills are supreme,ignoring emotional needs;in terms of objects,pay attention to "elite groups" and ignore grass-roots individuals;in terms of content,it is solidified and tends to be consistent,ignoring personalized needs;Formally,they stick to large-scale indoctrination and neglect individual care.Teachers’ professional development should return to teachers’ life world,face each specific and fresh educational individual,and take enlightening teachers’ practical wisdom,arousing teachers’ reflective consciousness and paying attention to teachers’ emotional world as the new direction.This new direction is embodied as follows: slow development,that is,considering the sustainable and long-term needs of teacher professional development,not relying too much on "supplementary" training,and placing teacher professional development in the long river of time;Internal development,that is,to return the initiative of development to teachers,stimulate their inner desire for development,consciously and actively seek development;Small development means that teachers make small progress and slight improvement in practical knowledge,reflective ability and professional emotion.The author later calls it the "micro development" of teachers’ profession.Teachers’ professional "micro development" includes the "micro development" of practical knowledge,reflective ability and professional emotion.It has the characteristics of space-time flow,multiple roles,interactive subjects and self-renewal.It helps to stimulate the construction and understanding of teachers’ spiritual self,improve teachers’ recognition of personal value,promote the blending and development of teachers’ multiple identities,and highlight the fresh individuals hidden in the collective.Further dialysis teacher life history,to explore the life history factors such as social,family,school and individual that affect the "micro development" of teachers’ profession,clarify the logic of "micro-development" of teachers’ profession,that is,teachers’ life history affects the construction of teachers’ spiritual self,and the construction of teachers’ spiritual self also promotes teachers’ professional "micro development".The three are a logical relationship of mutual penetration and circular promotion.To avoid and make up for the deficiency of "macro development",comprehensively considering the influencing factors and logical of the "microdevelopment" of the teacher’s profession,it put forward some suggestions such as maintaining the "micro society" ecology,constructing the "micro training" system,updating the "micro self" system and improving the "micro evaluation" mechanism,so as to promote the realization of "micro development" of teachers’ profession.Maintain the "micro society" ecology of teachers,that is,the government improves the social living environment of teachers,teachers create a warm and harmonious family environment,and teachers create a campus atmosphere of unity and friendship.The construction of "micro training" system mainly starts from four aspects: first,establish a "micro concept" that takes care of teachers’ life dignity and professional well-being;Second,the training vision is moved down,and the "public" teachers are the "micro object";Third,enrich the "micro content" of ordinary teachers’ daily teaching activities;Fourth,create "micro forms" such as "micro topics,micro communication,micro experience and micro leisure".Update the "micro self" system,that is,teachers record life and reserve professional experience;Self regulated learning and Reflection on professional activities;Open mind and share professional life.To improve the "micro evaluation" mechanism,first,the evaluation indicators are multifaceted,that is,the systematic evaluation indicators such as practical knowledge,reflective ability and professional emotion based on Teachers’ professional "micro development";Second,the evaluation subject is diversified,that is,the parties are combined with school managers,colleagues,students and parents to evaluate;Third,the evaluation forms are diversified,that is,to find deficiencies with diagnostic evaluation,to tap the potential with dynamic evaluation,and to find a new starting point with summative evaluation.