Chinese Teacher Professional Development Strategy Research In Junior High School

Senior Chinese teachers in junior high school,mid-aged with rich teaching experience are the main force of Chinese curriculum reform and having a strong demonstration effect.Most of them are in leadership positions and usually hold more sway.Therefore,to some extent,the professional development level of them decides the direction of a school or even a region's directions and qualities of their Chinese curriculum reformHowever,most of them are hitting a plateau in their professional development.According to the survey,there are number of teachers among them facing a difficulty in their professional development.This study provides empirical materials of Chinese senior teachers' professional development strategies from three ways: lack of motivation of professional development,difficulty of improving teaching skills and weakness in professional researchThis article using Braham Maslow's hierarchy of needs theory,Malcolm Knowles adult education theory,Charles Hendy's Die curve graph and Li Hailin's Teachers' secondary development theory and so on to talk about Chinese senior teachers' professional development strategies.Also,considering both internal and external causes,this paper solvesthe problem in three ways: improving self-expectations;Leap ascension course understanding,deeping professional skills by increasing the understanding of the curriculums and forming personal teaching styles by exploring and practicing.Besides,the paper also put forward three methods of building a support system: using credit policy as a safeguard;operating the project with regional planning;ion research,promoting professional skills by Optimizing teaching and researching.All in all,by starting from their own experience,using the empirical and survey method,this article will refine teacher professional development to each period from to summary the ways and strategies of Chinese senior teachers' professional development.