Research On Problems And Countermeasures Of Middle School Teachers Self-development

Since 2001, the 8th basic education curriculum in China has proposed the idea that teacher's dependent development is one of the most important way and goal of teacher professional development. Teacher's dependent development refers to a kind of teacher behavior in educational and learning activities, which is self-motivated, spontaneous and get his(her) willingness to take responsibility for it, under the current education system and school management. It may effectively promote teacher's individual development, propel the basic education reform, and indirectly play an import role in student's development. And now it becomes one of the most important problems that are badly in need of our thinking and resolution in present teaching practice. In my opinion, in the process of teacher's dependent development, we are supposed to view teachers as a sort of real person in term of the meaning of life and show our utmost concern to them on the ground of their real world.This paper set a certain S middle school in Jaozuo city as case study spot. By questionnaire survey, face-to-face talks and direct observation, I have conducted a deep research on teacher's dependent development state on the target school, analyzed the existing problems together with the corresponding reason, and put forward the specific strategies based on Caring Theory.Based on illustrating the origin, the value and the general situation of this research, I confirm the research thinking and methods. After analyzing on the relationship with teacher's dependent development, I sorted out and analyzed a pile of relevant literatures at home and abroad. In this field, the most representative abroad cases are the so called "Individual Professional Development Plan" for British teachers and the "Professional Development by Self Guidance" for American teachers. At home, the related researches go hand in hand with our basic education reform and set the teacher's dependent development as one of the effective means for teacher's professional development. As to the impact factors, both home and abroad researches agree with the way of conducting research from teacher's inner and outer dimensions. This paper includes five partsPart one, based on the above mentioned theory, this paper made a precise definition of the concept, teacher's dependent development, and its connotation by discriminating the two relevant concepts, dependence and dependent development. Then it went on to illustrate the real meaning of teacher's dependent in term of the teacher's professional development, basic education reform, teacher's individual growing and student development.Part two; I conducted a questionnaire survey among middle school teachers in the targeted S school and some other middle school teachers around this region. By comparative analysis, this paper uncovered some problems as to teaching method use, teaching reflection means, dependent study, teaching cooperation & communication and school management.Part three; I gathered a lot of information on teacher's dependent development by face-to-face talks and observation. Afterwards, I made a deep analysis on some typical cases and expounded the different problems faced by new teachers, senior teachers and professional teachers.Part four, starting from the perspective of teacher subject, this paper took advantage of interactive theory and conflict theory to seek the interior factors (autonomy, self-consciousness, self-efficacy) and exterior factors (teacher community, school management, education system) that may affect teacher's autonomy and analyzed the real cause of teacher's autonomous development at S school from this two perspectives.Part five, based on the Caring Theory, this paper proposed the following idea that the autonomous development for middle school teachers is built not only on teacher's individual development, autonomous behavior, but also on the various developmental assistance and support by school department. Only in this way, can we construct such a care-filled environment which caters to teacher's autonomous development.