Nowadays, papers are often used to refer to articles that conduct research in various academic fields and describe academic research results, which are referred to as papers for short. The following are the contents and ways of teachers' professional development that I have compiled. Let's have a look.

On the Contents and Ways of Teachers' Professional Development With the development and promotion of primary school teaching reform in recent years, the professional development of primary school teachers as practitioners of teaching reform has also attracted increasing attention. However, in recent years, some studies on Chinese teacher education in primary schools show that there are some problems in the education or development of primary school teachers, such as single educational method, unscientific development theory and limited development ways. Based on the basic national conditions of primary education in China, there are a large number of Chinese teachers in primary schools at present, but their overall quality and teaching are poor.

However, the strength is relatively weak and the training of teachers is insufficient. The existing way of teacher development is difficult to fundamentally solve the problem of teacher development. Based on this situation, the independent development of teachers will inevitably become the only way for the development of Chinese teachers in primary schools.

Teachers' autonomous development refers to the process that teachers constantly improve their professional quality through autonomous learning and realize the dynamic, circular and sustainable development of teaching and scientific research. With the gradual advancement of primary school teaching reform, the requirements for the professional quality of primary school teachers are getting higher and higher. It is imperative for teachers to realize their own sustainable development, and it is particularly important for teachers to seek independent development. Below, the author combines his own development practice, and puts forward some views on how primary school Chinese teachers can realize their professional development independently:

First of all, we should constantly cultivate teachers' own creative thinking ability.

The primary school teaching reform has always regarded the cultivation of innovative and applied teaching talents as an important purpose of the reform, and paid more and more attention to improving the innovative thinking ability of primary school students. Experts believe that teachers' innovative thinking ability is closely related to the development of students' innovative thinking ability. At present, students' poor thinking ability and innovation ability are directly related to teachers' low teaching concept and thinking ability, especially creative thinking ability.

Cultivating students' creative thinking ability is the core content of basic education reform. As a practitioner of reform, teachers should improve students' creative thinking ability in professional development. Because the premise of innovative education for students is that teachers have extensive professional knowledge and interdisciplinary knowledge, and teachers' general knowledge is the basis of cultivating teachers' creative thinking ability. Teachers need to master more professional knowledge, even some interdisciplinary knowledge, try their best to diversify the subject structure, integrate the knowledge of other subjects more effectively in the process of Chinese teaching, and promote the all-round development of students.

Second, to achieve teacher autonomy

Teachers' autonomy is generally regarded as the freedom of teachers to get rid of bondage and the ability of teachers to develop their own careers. Teachers' self-development advocates lifelong self-development, which requires teachers to constantly reflect on teaching, constantly update their knowledge, actively seek the help of colleagues, and constantly develop their abilities as teachers and learners. Teachers themselves should also become role models for students' lifelong learning. Foreign countries attach great importance to teachers' independent development, which can also be used for reference for teachers' professional development in China.

Teachers' autonomous learning is the main way to realize teachers' professional development. The core part of teachers' learning is that teachers, as learners, trainees in teaching practice or teaching experts, critically reflect on their own teaching experience. It is a circular process to find problems from specific teaching experience, rise to the theoretical level through critical reflection, and then return to teaching practice to verify the theory.

We advocate that teachers can realize their independent development through individual learning and cooperative learning, and teachers can set up the same body of teaching and learning according to their own courses. Learning peers can collectively prepare lessons, listen to each other, evaluate classes, discuss problems in classroom teaching in groups, collectively reflect on teaching, and hold regular teaching seminars, which not only helps to build a teacher culture with teamwork spirit, realize resource sharing, but also helps teachers improve their teaching reflection ability and lifelong learning awareness, and realize their common development.

Third, we should constantly improve our teaching and research ability.

Chinese teachers in primary schools should not only teach students relevant subject knowledge, but also cultivate students' autonomous learning ability through teaching research, promote teaching and realize teachers' professional development. Teachers need to constantly create knowledge instead of simply passing on what others have created. At the same time, for teachers, every classroom should be a workplace for constantly innovating knowledge, and every teacher should be a member of the educational science research team. Teachers themselves are both the research objects and researchers of external researchers. To improve teachers' teaching and research ability, we must solve the following two problems.

First, the teaching and research form. There are various forms of research, including group cooperative research, setting up scientific research groups, or setting up teaching and research teams according to their respective research directions and expertise, and conducting scientific research exchange activities on a regular basis under the leadership of academic leaders.

Second, the content of teaching research. Teachers are different from practitioners in other industries and researchers in research institutions. In view of the characteristics of teaching itself, teachers' research should focus on teaching practice rather than pure theoretical research. Teaching research should be different from other theoretical research. The research object and content of teachers should be the main body of teaching activities, that is, students and learning, teachers and teaching, and teacher development. The research purpose should not be limited to forming a complete theoretical system, but also to solving practical problems in teaching.

Because there are individual differences among teachers, for example, some teachers are gifted and may not engage in any scientific research activities, but they are good teachers welcomed by students; On the other hand, some teachers may have strong scientific research ability, but the teaching effect is not ideal. Therefore, the evaluation teacher should analyze the specific situation, not across the board. The ideal state of primary school teachers' professional development is to be able to effectively combine teaching and scientific research ability with teaching practice ability, guide teaching practice with theory, and verify the theory in teaching practice, and finally realize teachers' professional development.

Teachers' professional development is a dynamic, continuous and lasting process, which runs through the whole teaching career. It should also be a lifelong learning process, in which problems are constantly found, put forward and solved in teaching practice. Teachers' autonomous development is one of the effective ways to realize teachers' professional development. Through the discussion of teachers' autonomous development, I hope everyone will strengthen the comprehensive and in-depth research on the development of primary school teachers, so as to improve the professional quality of primary school teachers as a whole, promote teaching reform in all aspects, and finally improve the teaching quality of primary school Chinese.

References:

[1] Chinese teaching method in primary schools, edited by the teaching and research section of Beijing Institute of Education, published by Beijing Publishing House, June 2009 1 1.

[2] "Problems and Countermeasures: Primary and Secondary Education Reform in China", edited by Zhong Xiaoyu, People's Education Press, published in June 2000.

On the Contents and Ways of Teachers' Professional Development Part II Developmental education is a brand-new concept that fully embodies the concept of quality education, conforms to the law of educational development and promotes educational science and sustainable development. Since the concept of developmental education was put forward by the Municipal Education Bureau in 2002, it has been implemented in all kinds of schools at all levels, which has played a great role in promoting the educational reform and development of the city and running a satisfactory education for the people. City Experimental Middle School is the window school of basic education in our city, and its education and teaching level has been at the forefront of the city. Especially in recent years, the school has fully implemented developmental education and implemented the people-oriented principle, and achieved tangible results in the process of promoting students' development, teachers' professional development and realizing the development of school characteristics. Taking advantage of today's development education forum, this paper mainly talks about the specific practices and experiences of teachers' professional development in our school.

If the development of educational science depends on first-class schools, then the scientific development of schools depends on first-class teachers. In the process of implementing developmental education in our school, the general working idea of "paying attention to connotation development and improving the quality of running schools" was put forward. On the basis of vigorously strengthening the construction of leading bodies and cadres, taking teachers' professional development as the general breakthrough point, the objectives and measures of teachers' professional development are written into the "Twelfth Five-Year Plan" of the school, and the team building idea of "taking educational research and teaching research as the carrier to comprehensively improve teachers' professional development level" is determined. In the specific work, with the three main lines of "teacher's soul project", "brain hole project" and "famous teacher project", and in line with the principle of "both ability and political integrity and performance go hand in hand", we have led teachers to continuously broaden the channels of professional development and embarked on a road of building a teaching team with school characteristics.

First, strengthen the construction of professional ethics and lay an ideological foundation for teachers' professional development.

Teachers' professional development is also the process of teachers' subjective development. In this process, the construction of teachers' morality is the ideological basis. Without good professional ethics, teachers' professional development will lose its direction and soul. In terms of the construction of teachers' morality, our school puts forward clear requirements in view of the National Code of Professional Ethics for Primary and Secondary School Teachers and the regulations issued by the Municipal Education Bureau, and realizes the overall thinking through "internalization" and "externalization".

(1) Internalize the requirements of teachers' morality construction into teachers' subjective consciousness.

Normative requirements are the concrete content of the construction of teachers' morality and the reference system of teachers' educational and teaching behavior. How to implement the norms in teachers' minds is the key to internalize them into subjective consciousness. To this end, we have carried out three levels of educational activities to achieve our goals.

The first is learning internalization. By standardizing the original text to lead learning, repeating key items, watching national demonstration feature films on teachers' morality and patriotic education feature films, the school makes teachers have an overall perceptual and rational understanding of teachers' morality norms; By organizing activities such as "Teachers' Morality Discussion" and "My Teachers' Morality Speech", teachers can talk about their learning feelings, exchange experiences and arouse their thinking. In the past five years, teachers have been organized to watch 6 feature films on theme education and more than 20 individual feature films on advanced teachers' morality, which has laid a good ideological foundation for internalizing the requirements of norms.

The second is to lead internalization. The power of example is infinite, and the excellent teachers' morality around us is the best teaching material. Every year, the school organizes the evaluation of outstanding teachers' morality in the whole school, and at the same time conducts a report meeting on teachers' morality, so that the elected teachers' morality can make a report at the meeting. Over the past few years, 16 excellent teachers with professional ethics have given lectures in our school, and their advanced deeds have aroused great repercussions among teachers and achieved the educational effect in Si Qi.

The third is the internalization of warnings. Education is effective, but it is not everything. It is also an educational process to deal with teachers who violate the professional ethics requirements of teachers. With the support of the Bureau Party Committee, the school publicly dealt with five teachers who violated their ethics. He has lectured six teachers, not only educating himself, but also warning others.

(2) Externalize teachers' subjective consciousness into standardized educational and teaching behaviors.

The ultimate goal of the construction of teachers' morality is to standardize teachers' educational and teaching behavior. Before new teachers take up their posts, the school takes the education of teachers' morality as the focus of pre-job training, so that new teachers can improve their awareness of teachers' morality and consciously standardize their educational and teaching behavior before taking up their posts; In the selection of class teachers, we put excellent teachers with noble morality, caring for students and being a model for teachers in their posts, which not only embodies the leading role of giving priority to teachers' morality, but also sets an example for students. Teachers' morality is used as a veto condition in promotion and evaluation. Under the vigorous advocacy of the school, noble morality and style have become the pursuit of teachers, forming a good atmosphere for everyone to be a lecturer.

In recent years, our school also regards the coordination of teachers' professional ethics construction and school moral education as an educational research topic, and theoretically explores effective ways of teachers' professional ethics construction.

Second, strengthen the cultivation of professional ability and lay an intellectual foundation for teachers' professional development.

Professional ability is the core of teachers' professional development, and it is also the necessary professional foundation for teachers to engage in educational and teaching activities. Teachers' professional ability is mainly manifested in basic education ability, teaching ability and the ability to organize students to carry out social practice activities. In order to effectively improve teachers' professional ability, our school has taken the following measures.

(A) to carry out action research, optimize the structure of professional ability.

Teachers' basic ability is the main support of education and teaching, and action research is an effective means to improve their basic ability.

The first is to carry out research on lesson preparation. The lesson preparation mentioned here is not simply to analyze teaching materials and form teaching plans, but to advocate innovation. We take the lesson preparation group and the teaching and research group as units, and implement the system of preparing lessons and collecting lessons. According to the characteristics of the subject, relying on the teaching and research group, the seminar on "the same class" in the preparation group has carried out in-depth exploration of new courses and effective teaching For example, Chinese department explores new ways based on three modes: classical Chinese reading, modern Chinese reading and composition reading. Mathematics discipline pays attention to the cultivation of students' mathematical thinking ability and carries out the research on the teaching mode of "one lesson" in mathematics. English class pays attention to the cultivation of oral English ability and sets English listening time, so that students can learn English in happiness and improve their oral expression ability.

The second is to organize observation class research. Observation class is a stage to reflect teachers' collective wisdom and research results, and also a way to lead young teachers to improve. The school organizes a certain number of teachers to do observation classes every year. Improve teachers' basic ability through teaching activities and class evaluation activities. For example, last year1February, our school organized key teachers at or above the provincial level to hold seminars and open days throughout the city. Nearly 20 middle schools and nearly 1,000 teachers in the city came to observe the teaching, giving full play to the exemplary radiation role of backbone teachers and driving the majority of teachers to continuously improve their professional ability.

The third is to carry out reading activities. Under the advocacy of the school's "Rich Brain Plan", teachers' re-reading activities have become an important part of campus culture. The school stipulates key required reading items every year to optimize teachers' knowledge structure. Organize the "Five Ones" activities, read an educational monograph, write a reading experience, hold a high-quality seminar, write a profound teaching case, set up a research topic related to subject teaching, and organize a seminar on "Teaching Art Experience" at the end of the term.

The fourth is to carry out competition activities. Various educational and teaching competitions are platforms to improve teachers' professional ability, and schools regularly carry out teaching skills activities. For example, young teachers' teaching basic skills competition, high-quality class competition, speech competition, speech competition and so on. Guide teachers, especially young and middle-aged teachers, to participate in education and teaching action research and improve teachers' professional ability.

In addition, the school also has the purpose of sending teachers to study on special topics and participate in national, provincial and municipal training. Organize teachers to visit brother schools. After returning to school, teachers who go out for training and study report to relevant teachers in time to improve in an all-round way.

(2) Organize the ability test to promote the continuous improvement of professional ability.

Every academic year, the school tests all teachers' professional competence purposefully and in different projects, scientifically analyzes the test results, points out the direction of efforts for qualified teachers, and conducts centralized training for teachers with insufficient ability to promote the continuous improvement of teachers' professional competence; Every semester, students, parents and teachers are required to understand the problems existing in teachers' classroom teaching practice, and give feedback and training on the concentrated problems.

The improvement of professional ability has added new vitality to teachers' professional development. In recent years, Ping Li, Zhuang and Jiang Haibo were rated as municipal famous teachers, the second provincial famous scientific research teachers, and Wang Jinhua and Jiang Haibo were employed as part-time teaching and research staff by the Municipal Research Institute.

Third, strengthen professional training to lay an academic foundation for teachers' professional development.

The continuous improvement of teachers' professional level is the main performance of teachers adapting to the needs of work and becoming mature teachers. Our school has taken the following measures to improve the professional level of teachers:

(1) Take subject research as the guide and occupy the commanding heights of professional level.

Project research is an effective way for teachers to improve their professional level. During the "Eleventh Five-Year Plan" period, the school undertook 3 national projects and 0/5 provincial and municipal projects, and researchers accounted for 90% of the teachers. Through rich content and various forms of training, the professional level of teachers has been generally improved.

In practice, teachers actively explore new research ideas and methods. Through theoretical study, expert reports, case analysis, lesson review, experience exchange and observation, teachers have formed a strong research atmosphere. Explore experience in practice, reflect on feelings in confusion, share communication in research, and surpass the academic pursuit of upgrading as a teacher in analysis. Taking effective teaching as an example, our school has successively set up three scientific research topics: research on the organization and implementation of effective classroom teaching, research on good courses and evaluation under the new curriculum concept, and practical research on effective school-based teaching and research, which have played a good role in improving the level of education and teaching. In this year's senior high school entrance examination, there are 78 students in the top 20 100 in our school. Among them, education and scientific research played an important role.

The study of heterogeneous topics in the same class is also a major feature of our school. In the study, according to the students' reality and existing teaching conditions, different teachers prepare lessons and attend classes. Due to different teachers, teaching design, teaching style, teaching methods and strategies are also different. Teachers who attend classes can effectively compare these classes, find out their advantages and disadvantages, and then compare, reflect, summarize and improve them. In recent years, our school has made many attempts in this regard, which has promoted teachers' understanding of the new curriculum concept, improved teachers' ability to understand, process, grasp and comprehend textbooks, and effectively improved teachers' own professional level.

At present, the school is making every effort to create the research results of the "Eleventh Five-Year Plan" project, and a summary meeting will be held at the end of the year to promote outstanding achievements in the school. At the same time, the implementation of developmental education will be regarded as the research focus of the "Twelfth Five-Year Plan" project, and efforts will be made in the study of students' learning styles, teachers' professional development, and school-running characteristics.

(2) Guided by problem research, positioning a new starting point of professional level.

Problem research is a new form of teacher training in recent years, and it is also an effective training means. The problem comes from practice. Finding, asking and solving problems in practice is the process of improving teachers' professional level. Some problems in education and teaching are typical and need to be seriously considered and studied. In recent years, our school has carried out a series of seminars on classroom teaching skills among teachers: young teachers will ask questions and puzzles encountered in education and teaching, and then the backbone of famous teachers will answer them face to face. This discussion seems messy, but it is very practical, which not only effectively solves the practical problems in teaching, but also enables teachers to enhance their research awareness and improve their professional level.

(C) practical activities as a carrier to stimulate the excitement of professional level.

To build a professional team of teachers with noble morality, excellent professional skills and good at educating people, we must take various practical activities as the carrier, provide a platform for teachers to compete and cooperate through the development of various activities, and form a good atmosphere for all teachers to catch up with their studies and help others. Our school encourages excellent teachers, spurs weak teachers, and effectively stimulates the excitement of teachers to improve their professional level by carrying out activities such as teachers' basic skills competition, teachers' professional theory examination, backbone teachers' demonstration class, new teachers' report class, teachers' speech contest, young teachers' talent contest and teachers' lesson plan design contest, so as to consciously participate in activities and improve themselves in activities.

At the same time, the school also makes a large number of outstanding teachers stand out through timely and appropriate evaluation mechanism, which has become a valuable asset for the development of the school. Teachers who are relatively backward are also encouraged to get up the courage under the guidance of the school environment and continue to work hard to improve their professional level. Teachers at different levels in such a school have their own development goals and motivation, so that all teachers can constantly improve at the original level.

(D) relying on information technology to create a balanced professional level.

With the development of educational technology in recent years, the achievement of teachers' information technology is an important symbol of teachers' specialization. Whether this information can be collected, sorted, processed and published has become an important basis for measuring the modernization of teachers.

While improving information technology facilities, our school pays attention to strengthening teacher training, integrating information technology with subject teaching, and training teachers at different levels and with different contents. Teachers with a higher level of information technology should focus on the application of network resources and the design and development of local education and teaching resources in addition to routine applications. Middle-level teachers focus on the innovative application of existing resources. Junior teachers, focusing on training operational skills and resource application. After three years' training, teachers in the whole school skillfully use information technology resources to organize education and teaching activities, reaching 100%, and 20% of teachers can develop resources. 70% teachers can make courseware by using existing materials, and the application rate of classroom teaching information means exceeds 50%.

(5) Take lifelong learning as the goal and carry out professional innovation.

Teachers' professional development is a process of sustainable development, and continuous learning, updating knowledge and optimizing ability structure are its fundamental guarantee. The rapid update of knowledge in modern society objectively requires teachers to learn to learn and develop the habit of loving learning. Our school requires teachers to establish lifelong learning ideas, grasp the new trend of educational reform and development in time, and master the latest methods and related theoretical knowledge of educational research. The teaching and research section of the school provides a new bibliography to the library once every six months, and purchases it in time to ensure teachers' reading. At the same time, according to different subjects and ages, the method of defining learning objectives and tasks at different levels is adopted to guide teachers to improve at the original level through reading. At present, it has become a conscious behavior to build learning leaders, learning teams and learning teachers in our school.

Fourth, strengthen the creation of professional style and lay an innovative foundation for teachers' professional development.

Teachers' professional style is the highest level of teachers' professional development stage, and unique educational and teaching style is the primary condition for becoming a famous teacher.

Our school builds teachers' professional style from two aspects.

(1) Highlight the individualization of education and teaching.

Education and teaching activities are not general product production, but creative work in the face of teaching content and student groups. For teachers, a good education and teaching activity is not only to complete the task, but also to reflect the personality characteristics in the process while completing the task. To this end, our school vigorously advocates the embodiment of teachers' teaching personality and guides teachers to form their own style. Such as teaching language style, teaching posture style, blackboard writing style, research style, learning style and so on. The embodiment of personality promotes the diversity and richness of teachers' growth.

(2) Advocating innovation in education and teaching.

Innovation is the soul of teachers' professional development, and an important goal of curriculum reform is also teaching innovation. Modern teaching philosophy holds that teaching without innovation is a process and lifeless. This innovation is reflected in all aspects of education and teaching. If there is innovation in preparing lessons, you will not be afraid to let go because of the teaching materials; Innovation in the classroom will make students inspire the spark of wisdom; If consultation is innovative, you will rejoice in a good method. Education and teaching develop in innovation, and teachers' development is also realized in innovation.

Teachers' professional development is only a part of developmental education and a long-term task. Only by continuous research and exploration, updating ideas and forming a long-term mechanism can we achieve our goals. In recent years, our school has made some achievements in the professional development of teachers. I hope that under the leadership of the Party Committee of the Bureau, we will continue to implement the concept of developmental education and make greater achievements in the construction of characteristic schools.

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