A Case-study On Approaches Of School-based Research To Middle School English Teachers’ Professional Development

School-based research is a model of curriculum reform in basic education, and it is rooted in school and has strong vitality. School-based research is an important way for teachers’professional development, and also an important guarantee of teachers’continuing professional development. It proceeds from the actual situation of school, relies on the resource advantage of their own, takes teachers as the research subject and encourages theoretical and professional personnel to participate in it. It not only focuses on solving practical problems, but also on summarizing experience, promotion of theory of professional, exploration of basic law, and development of teachers’profession. It has become a platform that can not be ignored to solve education and teaching problems under the New Curriculum Reform. School-based research system does help exert functions of school research and training.At present, with the gradually implementing of New Curriculum Reform, new course system, training mode and cultivation goals bring unprecedented challenge to traditional teaching in high schools. Teachers’ educational technology ability level directly affects the progress of curriculum reform and implementation effect, they are the key forces in the reform. Teachers have to constantly improve their educational technology abilities and research abilities to adapt to the New Curriculum Standard of High School, and create the best learning environment for students. Educational technology ability training for teachers at present mainly adopts centralized training. When they detach from the training environment, many teachers will ignore the development of educational technology ability in teaching practice, their self-development consciousness will gradually subside. Ability development is a gradual process, it is a process of reflection, accumulation and precipitation, it is a process that indirectly reflects through actual teaching effects. Therefore, how to gradually increase the teachers’ability of educational technology and help them finish the daily teaching work at the same time is worth further consideration.This paper summarizes predecessor’s research results and takes the New Curriculum Reform as the background, and to reach the target and show the characteristics of this thesis, the author chooses a representative English teacher Yang Yue who teaches in Changsha Mingde Middle School as the research object. Miss Yang has nearly ten years of teaching experiences, and her accomplishments and characteristics are outstanding in the school. She receives the acceptance of her students, colleagues and the society. The author has undertaken some teaching and research activities with her, and learned a lot from her for this research through five years of acquaintance with her. The main method of this thesis is case study, besides, the author also uses literature research method, interview method, questionnaire survey method, and qualitative research method to collect data in various fields, including teaching video, audio, teaching diary, preparing records of the research object, and questionnaires of her students, colleagues and leaders. The main purpose of this thesis is to find out the development in process of her nearly ten years of English teaching from these three aspects of self-reflection, partners’ help and experts’ guidance, and explore the conditions and strategies for teachers’ professional development. At the same time, the author regards the research object as the representative of young female teachers, so this thesis also intends to offer some advices and theory basis to the English teachers’ groups in which females are the majority.