New Curriculum The Research On To Promote High School Chemistry Teacher Professional Development

Chemistry Teachers’ shoulders the dissemination of human civilization, the developmentof human intelligence, shaping the sacred mission of the human soul.The minimum unit growth is school chemistry teacher culture, and culture are seen as achemistry teacher school culture subcultures, no doubt influence the scientific culture of eachchemical chemistry teachers of teachers is no trivial matter, and can be said to form achemistry teacher professional development of an important force. The main task ofchemistry teaching profession is preaching, Tuition, FAQ, along with the development ofeducation, society increasingly demanding chemistry teacher, chemistry teacher have to haveself-improvement, self-development capabilities. Only to improve their level of education inorder to better adapt to the modern development of talent. Chemistry teachers in addition totheir own self-development efforts, but also affected by many factors, chemistry teachers cannot develop without the entire education system. Education system will be more or lessinfluence of various factors and constraints chemistry teacher professional development.Recently, vigorously implement the new curriculum reform, the education system forhigh school chemistry teacher professional development put forward higher requirements,this requirement is unprecedented, high school chemistry teacher is unprecedented pressure,in order to make high school chemistry teacher professional develop more smoothly, we haveto first understand the current situation chemistry teacher professional development and thefactors restricting the development of what chemistry teachers, from reality to investigate andunderstand these problems, propose solutions suggested, so that high school chemistry teacherprofessional development more smoothly.Chemistry teacher professional development is a chemistry teacher professionalizationWay to be discarded choices, and chemistry teacher professional aspirations are based on theintrinsic chemistry teacher professional development and the fundamental driving force.This article is based on the basic chemistry teacher professional development relatedresearch on domestic, hope the aid of literature and questionnaires to help understand thestatus of chemistry teacher professional development, analysis of various factors hazardous chemicals teacher professional development, in order to find an effective way to promotechemistry teacher strategies and methods of professional development.Therefore, this paper contains five main sections.Part I: Introduction, proposed research topic of this article, and research background, thispaper introduces the research approach, describes the current situation of chemistry teachers’professional development.Part II: an overview of the historical development of the theory, through access to alarge number of domestic and foreign data, throughout the history of chemistry teacherprofessional development and achievements of modern theoretical research, summed up someof the theoretical chemistry teacher professional development for us in-depth research, playeda role in drawing reference.Part III: Survey and draw conclusions.Part IV: combining chemistry teacher professional development research, some of theissues raised in this article chemistry teacher professional development restrictions, social,school chemistry teacher and professional point of view, explains how conducive schoolchemistry teacher professional development, this paper describes the research value.Part V: Conclusion and reflection. The main conclusions include the core ideas of thepaper, explain the limitations of the research, comments or suggestions put forward in thefuture work. I hope to continue to deepen the study of this subject in the future work andstudy, the new curriculum for the next school chemistry teacher professional developmentservices.