| Teacher professional development has always been a focus of attention of people. It not only relates to the quality of education and the future of students, but also is of decisive significance to teachers'quality of life. There have been may relative studies on teacher professional development. However, most of these researches mainly concerned the development of groups of teachers, paid too much attention to the professional improvement of groups of teachers, where the utilized teacher professional development mode were often designed as from-top-to-bottom training. Certainly, various training indeed had played the main role in the improvement of teachers'profession, but it often ignored teachers'own initiative and was lack of concern about individual teachers. In a sense, such a from-top-to-bottom training-based professional development mode was a kind of passive mode for teachers. It is necessary to construct a new mode for teacher professional development that should give more attention to teachers'individual needs, abilities and initiative.This study proposes a teacher-based professional development mode in the network environment, which focuses on how to waken teachers'consciousness of self-development and how to utilize teachers'own initiative. This thesis consists of four chapters. Chapter 1 discusses the concepts, characteristics of teacher-based professional development. Based on a questionnaire-based investigation, Chapter 2 analyzes those factors that may influence teachers'professional development in teachers'own opinions. Chapter 3 explores the components, traits and implementation strategies of the proposed teacher-based professional development mode in the network environment. Chapter 4 evaluates the effectiveness of the proposed teacher professional development mode with investigation data. Finally, this thesis summarizes the study and furthermore puts forward some suggestions for teachers in practicing the proposed mode. |
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