Analysis Of After-occupational Specialty Development Of Bio-teachers In High School

Teachers, who are direct undertaker of education practice and reform, are indispensable to all kinds of education reform and development. On the other hand, teachers' development is directly decisive to the outcome of education reform. The new basic education curriculum reform bring new requirement to specialization of biological teachers. Along with rapid development of bioscience and technology and their more and more far-ranging appliance in human life, our society is paying more and more attention to citizens' bioscience quality and brings new requirement to bio-teachers. Therefore, bio-teachers should upgrade their own specialty level to answer the requirement from society and curriculum reform. After-occupation development, by which many excellent teachers grow, holds a larger proportion in teachers' occupational career; it provides wider and more individualized space for their development and wider foreground for their specialization. Accordingly, how bio-teachers carry through specialty development after occupation is the issue discussed in the study.Though referring to literature and data, interview, informal discussion and observation on the spot, we carry through real and deep survey to bio-teachers' specialty development. After analyzing data from the survey, we find the problems existed in bio-teachers specialty development after occupation: bio-teachers cannot fully recognize the significance of specialty development; they cannot correctly hold their own development goals; they lag behind teachers from other subject in after-occupation development; teacher training cannot satisfy bio-teachers' development.Through further analyzing these problems, we find that there are intrinsic factors and exterior factors influencing bio-teachers' specialty development. Intrinsic factors include that bio-teachers understanding of their own occupation and their occupational pursue, as well as their professional morality. Exterior factors include theoretic guidance, campus culture, school management, society atmosphere. We consider that, for bio-teachers, the intrinsic factors are the most important, because exterior factors influence teachers' specialty development through affecting their ideas and further, their action.Because teachers are from different areas and time and with different school age and pursue, the characteristics of their specialty development are different. We analyze the difference and bring forward appropriate suggestions according to their characteristics.On the basic of carefully pondering and studying the above problems, we think that in order to speed bio-teachers' specialty development effectively and efficiently, we should begin with inner and out environments. First of all, teachers themselves should have ability of introspection and educational research, make introspection and educational research a daily thing, and join them into their routine. So they can acquire specialty development and improve their social status. Secondly, exterior environment should create for bio-teachers a harmonious, equal and active atmosphere and plat floor.The development of education need common struggle from entire society, as well as bio-teachers' specialty development need support from entire society. The innovation of our study is that according to the characteristics and existing problems of bio-teachers' specialty development, we ponder and research deeply, and put forward effective approaches and measures to promote bio-teachers' development.