The Plight Of The Language Teachers In The Context Of Curriculum Way Out

Since the 1960s, professionalization of teachers has already become the main trend that many countries look to improve the quality of their teachers, while the professional development of teachers is also the orientation and subject of professionalization of teachers. It is especially true in Europe and the United States, where professional development or development of teachers has already become very popular in research field as well as a trend in European and American educational circles, even in international educational study. In our country, with the in-depth advancement of course reform, teachers involuntarily are standing in the front of this reform and becoming practicers (practitioners) and major force of the reform. Whether the reform is a success or a failure depends on teachers, while the quality of teachers determines the quality of education, which has already become the common understanding in educational circles. And researchers on education almost simultaneously move to the subject of professionalization of teachers. With methods of action research and narrative research, by going deep into schools and returning to real educational circumstances, this study tries to find out teachers' daily educational teaching performance, their daily state of life, and what they think and ponder everyday under the new course reform. The study this time involves two teams on Chinese from two schools; among them three teachers of them are the main cooperative researchers who have different backgrounds of academic credentials and different processes of major development. This paper tries to probe into some basic concepts and ideas that influence the performance of teachers by first studying the plight of teachers on Chinese, and to find out what is the major factor that influences the professional development of teachers and what is the ideal means of professional development of teachers by comparing the life conditions of teachers in these two schools. There are a lot of factors that influence the professional development of teachers, we may analyze them from two sides: subjective ones and objective ones. The subject factors include educational concept of teachers (such as teachers' standpoints on teachers, students, teaching materials and courses), personal educational background, process of education, life experience, profession consciousness, wisdom on communication, career conscience, motives on achievements and so on. And objective factors include educational policy, education evaluation, evaluation of teachers, school culture, the expectation of society and so on. Because this research mainly concerns about professional development of teachers on the job, so, as individuals in development, teachers of their accord require learning and developing themselves as practicers(practitioners) with criticism and reflection, as developers of courses, and as action researchers. And this is a process that develops from un-ripeness to ripeness and from ripeness to excellence, is a process of continuing seeking after educational ideal. Therefore the subjective factors, especially the question of profession consciousness, naturally have become the major concerns. Of course, the professional development of teachers is conditional, and the guarantee that school culture provides is very important. So, in objective factors, the author has briefly introduced and constructed a school culture. Besides, there are sorts of means for professional development of teachers. In this text, the author tries to assume that action research will become the ideal way of professional development of teachers, for it is inseparable from characteristics of action research itself. The advantages of action research are: first, the primary aim of action research is improvement, to improve practice and build related practical knowledge rather than sheer academic theory. Second, participation is the fundamental rule and teachers are insiders of action research rather than outsiders. Third, reflection with criticism and cooperative dialogue is...