Natural Guyuan Region In Ningxia Hui, Han Contrast Research Of Junior Middle School Teachers' Professional Development

High-quality teachers are the key point in improving the ethnic education. Onlyare teacher’s quality improved, students’ and the whole nation quality can be promoted.However, there are many problems about teacher development in ethnic regions:imbalance development of national education, differences in urban and rural regions,low quality teachers and so on. Therefore, it is necessary to pay more attention toteacher’s development in ethic regions.This study investigated the differences in teacher education and teacherdevelopment between Han and Hui ethnic groups. The subjects of study were78teachers (29Hui minority teachers and49Han teacher) from Gucheng Middle Schoolin Guyuan City of Ningxia. Data were collected from a questionnaire and individualinterviews, which were concerned about teacher education and teacherdevelopment.The results were as follows:First, there were obvious differences between Hui and Han in teaching age,professional titles and education level. The education level of Han nationality is higherthan that of Hui.Second, there were some differences between Hui and Han in teaching attitudes.The Hui nationality’s education faith ratio is slightly higher than that of Han.Third, there were obvious differences between Hui and Han in teaching age,nationality, teaching method and after-school strategy in ethnic regions. The Han usemore time than Hui in lesson preparation, with the growth of seniority, teachingpreparation way and teaching method gradually simplified and decreased. The youngare pay more attention to after-school strategy application than the old.Fourth, there were not significant differences between Hui and Han in teachingtraining, Hui nationality’s attitude is more positive.Fifth, there were not significant differences between Hui and Han in teachers’self-consciousness and professional needs, The Hui has slightly higher satisfaction degree in the professional status and self professional development.With the further analyzing the author pointed out that the first thing to promote teachers’professional development in ethnic regions is breaking the restrictions of differentregions and nations to stimulate teachers’ intrinsic demands; then, OptimizingTeaching environment, education management and evaluation systems and takingadvantages of school-based teaching and research to widen teachers’ professionaldevelopment; building information technology platform and developing teachereducation to improve teacher’s professional ability.