Study On The Professional Growth Of The Art Teachers In Elementary School In The Background Of Curriculum Reform

The new curriculum reform started in2001has brought opportunities andchallenges for elementary school art teacher professional development. The officialrelease of "Compulsory Education Fine Arts Curriculum Standards (2011edition)"has been a mark of a new historical period in Chinese art education reform. The newcurriculum standards and new textbooks emphasize the concept of holisticdevelopment of students, concerned about improving the overall quality of studentsin order to promote the development of students’ lifelong principle of cooperation byorganizing students, inquiry-based learning to build a student-centered, with ahumanistic context of art classroom. As the main body of curriculum reform, artteachers’ professional development is imperative.With the deepening of reform and promote the curriculum, the contradictionbetween the urgency of art teacher professional development and uneven developmentof the actual level have become increasingly prominent, while in the examination ofthe actual art teaching elementary school baton, leading to the theory or philosophy ofcurriculum reform and implementation of the lack of practical foundation necessary.How to based the practice of the teaching elementary art, and how to explore theestablishment of strategies to adapt to the new curriculum to promote the professionaldevelopment of teachers is particularly important? What is the current status ofprimary school art teacher professional development? How about elementary artteachers for curriculum reform adaptability? What are the problems and shortcomings?What should be improved from what point of view? Answers to these questions willundoubtedly hase important theoretical and practical significance.To conduct research and exploration of the problems above, the author choose TCity in Inner Mongolia as the objective, and based on the questionnaire of elementaryschool art teacher professional development status for the study a comprehensiveliterature comb and fully integrated teaching and research staff of art, school leadersand primary school art teacher interviews, unraveling find courses development Statusof reform elementary school art teacher professional background and the constraintsof their professional development. Meanwhile, based on this study, the authoranalyzed and discussed the theoretical literature and attempts to generalize proposestrategies to promote elementary school art teacher professional development.This paper is divided into seven sections: The first part is the introduction, this study introduces the research background,research questions and research purpose and meaning;The second part is related to literature review on the new curriculum reform,teacher professional development and art teacher professional development relatedliterature to explore comb;The third part is the research design describes the overall study design ideas,methods and basic overview;The fourth part is based on analysis of the structure of professional quality artteacher curriculum reform, professional quality structure elementary school artteacher professional development necessary to analyze;The fifth part of the main part of the study the city namely T in Inner Mongoliaas an example of a local elementary school art teacher professional development andconduct investigations and survey results analyzed and discussed efforts to dig deeperreason findings. Survey questionnaires and interviews to take a combination of theway in which some of the major survey to investigate the structure of the presentsituation of the development of professional quality primary school art teachers, artteachers for the new status of primary school curriculum adaptation and elementaryschool art teacher professional development status of three areas, and interview partthrough art teaching and research staff, administrative leadership and school artteacher in line three angles perfect complement to the survey content;The sixth part of the study proposed ways to solve the fifth part of the problemwas found namely the promotion of primary and secondary school art teacherprofessional development strategies. Strategies elaborate art teacher from the frontoffice to speed up structural reform education courses, to build rich layers of fine artsteacher training mechanism to enhance the development of elementary school artteacher self-awareness, enhance teaching reflection, sound policies and regulations,to build several aspects of art teachers and other professional standards;The seventh part of the study is the conclusions and recommendationssummarize the entire research and summary.