Current Situation,problems And Suggestions Of History Teacher Education And Teaching In Secondary Schools With Postgraduate Degrees In Hainan Province

In the past ten years,more and more graduate academic history teachers have entered the middle school class.Hainan Province is accelerating the construction of a free trade port with world influence,and talents are the most critical.Hainan has attached great importance to the cultivation and introduction of teachers for many years.At present,a number of graduate education teachers have worked all over the province,and Hainan Province is also one of the first pilots of the reform of the historical curriculum in middle schools.In order to better promote the rapid growth of talents in Hainan,this article starts from a specific perspective,that is,from the starting point of the education of teachers in the graduate degree in historical disciplines,use questionnaire survey law,interview investigation method,case analysis method and other research methods to investigate and visit and visit Historical teachers with different regions and different teachings have briefly analyzed the basic situation of teachers from the basic situation of teachers,the current status of the professional development of the teacher group,and the current status of the professional psychology of the teacher group.Further analysis and combing,analyze from three perspectives: teacher working environment,teacher training system,and current historical textbooks of middle schools,and explore the actual problems facing the current postgraduate education middle school history teacher education and teaching.Improving teachers ’salaries,reasonable arrangement of teachers’ work content,and optimizing the teacher development policy of the teacher evaluation system;continuing to develop the master’s degree in history education,improve the training mechanism for admission training and post-job training mechanism;establish a sense of professional development awareness of teachers,discover in-depth excavations and use Teaching materials and teachers who have comprehensively understood historical teaching resources to make corresponding countermeasures and development suggestions.