The Investigation Of Present Situation Of Middle School Music Teachers

With the accelerated pace of teacher professional development, specialized teachers have become the focus of much research in the field education. Foreign studies teacher professional development has a standardized system, as the core of effective management of teachers, teachers’professional competence in training and management aspects of the theoretical model, definition, structure, measurement, made a lot of valuable research results. Professional development of teachers our late start, has not yet formed a complete theoretical system, relevant research on the professional development of teachers is still in its infancy, empirical research is not sufficient. As a high school music teacher faced with one of the professional development of teachers in the reform group, also shoulder the burden of professionalization and lift capacity, the situation faced by this group teams of teachers from other disciplines both common, but also as an artistic discipline skills sensitivity and skill characteristics. As part of the high school music teacher groups of teachers in music education, teachers are an important part of students aesthetic, but also an important part of people’s quality of education, under the new situation, middle school music teachers should improve their quality and ability to fully play its In the implementation of the aesthetic and the National Quality Education dominant role.Faced with a series of questions, this study literature summarized on the basis of the characteristics of high school music teachers’professional development on the current situation in Shenyang City, Liaoning Province, middle school music teachers and conduct investigations in Shenyang City high school music teachers Problems and causes proposed targeted countermeasures.The research findings are as follows:Middle school music teachers structure is more reasonable, women account for a large proportion of teachers, young teachers are the main force in middle school music teachers. Survey results show that 87.5% of the total number of teachers graduated from high school music music music educational institution or the Normal University and related professional, able to adapt to the overall education level of teaching high school music teacher capacity demand, titles, the majority of the teaching level titles, 45.8% of the total, while accounting for 9.7% of the total surveyed teachers with senior titles. School activities, to form a high school music teacher some pressure on policy and management, hindering the development of music teachers’ professional competence. High school music teachers in the new curriculum, school hardware conditions, teaching hours, teaching and school evaluation system and other treatment exists that moderate stress, there is a slight pressure on teaching and training, and further education, allocation of teaching resources, and other aspects of the quality of students. Music social status of teachers, between teachers’ professional identity and teacher relationships and other social factors also affect the value of teachers and teacher professional development for teachers of music, especially music teachers work one-sided understanding of the meaning of discipline and supportOn the basis of investigation and research, this study proposes to strengthen the middle school music teacher team construction the following measures:First, to improve the high school music teacher benefits, improve and revise the current evaluation of school middle school music teacher evaluation standards, scientific elaboration and re-face high school music teacher workload, high school music teacher attention sustainability of human resources for high school musical Teachers create more opportunities for continuing education.