Study On The Professional Development Of Primary School Teachers Based On Teachers' Professionals Tandards

Primary education is a key component of our national education system and an extremely important stage in a person's life.Nowadays,the improvement of the quality of primary education is an inevitable trend for the development of education in modern times.To improve the level of primary education,the core is to promote the professional development of primary school teachers.China's "Professional Standards for Primary School Teachers(Trial)" was formally promulgated in February 2012(hereinafter referred to as the "Professional Standards").It provides a relatively good guideline for the implementation of the teaching behavior of primary school teachers in China and serves as an important basis.Guide the professional development of elementary school teachers and participate in all aspects of a teacher's entry to work.This study is based on this document,and based on previous research results of the professional development of primary school teachers,500 in-service elementary school teachers in Cangzhou were selected as the survey subjects,questionnaires were distributed to them,and statistical software spss24.0 was used as tools to analyze the status quo,existing problems and differences in the professional development of primary school teachers,and to conduct qualitative analysis on the basis of the data,including interviews and school observations,to further discuss the problems and influencing factors of teacher professional development.The survey data shows that compared with the "Professional Standards",the professional development level of primary school teachers in China is still far from enough.Analysis of the basic situation of teachers shows that elementary school teachers have low overall academic qualifications,young teachers still account for a considerable proportion,some teachers have no professional titles,and salary levels are low;in terms of teacher philosophy and teacher ethics: most teachers understand the meaning of education.In place,teachers have higher personal qualities,but lack understanding of educational purposes,patience,and lack of love.They pay less attention to student needs and do not protect students' curiosity.They also have insufficient professional aspirations and teachers themselves.The sense of professional identity is not strong enough.In terms of professional knowledge,most elementary school teachers understand the physical and psychological development of pupils at different stages.In terms of subject knowledge,teachers are in good conditions,but more than half of primary school teachers do not learn enough about this professional knowledge.There is a lack of mastery of general knowledge,and it is not possible to skillfully use modern education methods to teach;in terms of professional competence,teachers can scientifically guide students' ideological trends when they organize and implement teaching,and more than half of teachers can follow actual teaching.Need to create teaching situations and hold classes regularly Activities,but there are teachers to students a comprehensive understanding and evaluation of bias,poor ability to reflect,and most teachers lack the opportunity for further study.The reasons for the differences between the professional status of teachers and the "professional standards" are generally that the understanding of teachers' professional concepts is only superficial,too formal,the mastery of professional knowledge is too limited,the breadth and depth of knowledge is not sufficient,and professional competence is lacking.Flexibility,less use of new media.Difference analysis results show that there are significant differences in primary school teachers with different titles,education levels,salary,and whether or not there are career preparations.At the end of the study,relevant suggestions on teachers' professional development were made from the aspects of individual teachers,schools in which they were employed,normal universities and education administrative departments.