The Predicament And Solutions Of Junior High School Teachers’ Professional Development Of Hainan District In WuHai

With the comprehensively deepen reforms today, the new basic education curriculum are constantly deepening, improving the quality of education and enhancing the professional level of teachers has been unprecedented attention. However, in some remote areas or urban fringe, the subject has been a great challenge. How to prepare for our remote school’s teacher? Where is their predicament? Whether we can construct the teachers’ professional development model? Based on these questions, we launched a series of investigation and analysis, in order to provide a basis for the study of the same type of problems.By using questionnaire, interviews, participant observation, and empirical research ways in this paper, we found that the junior high school teachers has a lot of trouble in teachers’ professional development, in HaiNan district, Wu Hai, mainly displays in the society, education system, schools and teachers four aspects. First of all, from the external environment, the lack of government spending in education, education resource allocation exists unfair phenomenon, social environment is poor. Again, from the administrative department of education, one-sided evaluation way, lack of incentive policy of teacher professional development, training system is not practical. Then, from the school management aspect, school administrators are lack of their own quality, the school set up the professional development of the environment is poor, lack of school-based training to carry out. Finally, the teacher as an individual, the stale concept of education and the weak consciousness of self-development are real, and teachers’ self-development ability is poor.Based on the results of the investigation and analysis of the causes from the government, schools and teachers’ improvement measures are put forward, looking for a way out. Increase investment in education, changing one-sided exam-oriented education thinking, supported by school-based model, implement the basic way of grassroots, improve the system of Hainan area middle school teachers’ professional development, build the collective organizational culture, teachers’ professional development to implement innovation education evaluation, in order to promote the Hainan area junior middle school teachers’ professional development, encourage teachers spontaneous development planning, powered by real needs and desires as well as the guidance, to stimulate the initiative of teachers’ self-development.