Study Of The Teachers' Professional Development In Middle And Primary Schools In Sandu Shui Nationality Autonomous County

As one special category of human resources, teacher human capital refers to the knowledge and ability of the teachers. It is the total of the health, knowledge, capacity and viewpoints of values owned by teachers. They are the returns of investments. Discussions about teachers'professional development from the aspect of human resources are an angle of viewing it from the inside to the outside. It views that the proficiency of teacher's professional development is the actual performance of human capital stock. Teachers'professional developing is the process of the accumulation of teacher human capital. The author applied the questionnaire devised by herself to study the actual situation of the Primary and Middle school teachers, analyzing the data with Robert E. Lucas's Human Capital Model and Multiple linear equation. The findings are as follows:the starting point of teachers'human capital is relatively low, the initial human capital discords to teachers'teaching subjects, the structure of human capital is single, professional human capital is weak and so on.According to Sandu Shui Nationality Autonomous County's situation, to set up a kind of new system of teacher human capital appropriate for the minority regions is crucial. In this new system, it focuses not only on the general human capital of teachers through school education including teacher's health, professional knowledge, teaching knowledge, basic teaching skill and self-knowledge, but also on their professional human capital gained through teaching and learning including self-learning ability, cooperation ability educating and research capabilities, innovation abilities and cultural coordination capacity. Among these abilities, cultural coordination capacity is an essential one for the teachers of primary and middle schools in the minority regions.There are mainly two means to accumulate teacher human capital. The first is to reinforce the teachers' general human capital. Measures include raising the standards of teachers to build up a solid human capital; removing the separation between subjects to optimize teachers' human capital structure; setting up a system of cooperation between primary and middle schools and universities to increase opportunities for teachers' career development. The second is to improve teachers' professional human capital, such as working out plans for their autonomous learning to foster their autonomous learning abilities; constructing a learning community for teachers'professional development to activate the cooperation capacity between teachers; carrying out study teaching to develop teachers'researching abilities; creating a nice environment for researching to further teachers'creative abilities; dealing with the confliction between cultures to develop cultural coordination abilities.