A Case Study On The Professional Development Of Biology Teachers In Middle Schools

Biology is a science that studies the phenomena and laws of life,and it is the frontier discipline of natural science in the 22st century.The constantly updated knowledge of life science not only benefits people's daily life,but also puts forward higher requirements for the cultivation of outstanding talents.Under this background,the front-line teachers of biology in middle schools need to constantly improve their professional quality and master more ways of professional development under the guidance of relevant theories in order to realize their professional growth.Based on Fuller's "Concerns of Teachers" for teachers' professional development,Maslow's "hierarchy of needs theory" and Cui Yunhuo's "classroom observation LICC model",this paper mainly studies the professional development process and their most distinctive professional qualities of three outstanding junior high school biology teachers by means of case study and narrative research,and combs the ways and influencing factors of their professional development,summarizes the relevant conclusions of the three teachers' professional development and puts forward suggestions in order to enrich them.On the basis of in-depth interviews with three teachers,this paper first reviews their professional development process from "paying attention to the stage before teaching" to "paying attention to survival","paying attention to teaching situation" and "paying attention to students"after taking office.Then,through the analysis of the interview records,teaching records and essays of the three teachers,the author summarizes their most outstanding and worthy professional qualities for novice teachers to learn from.For example,under the guidance of"LICC Mode of Classroom Observation",the "classroom questioning skills" of Teacher A and the "teaching goal achievement and classroom resource application skills" of Teacher B are recorded and analyzed in detail.At the same time,it also summarizes teacher A's "student management wisdom",teacher B's "application of concept map teaching strategy",and teacher C's "project learning","unit teaching design under the integration of big concepts","application of blended learning" teaching strategy "and" student management wisdom ".On this basis,it further analyzes the professional development path and influencing factors of the three teachers.The specific ways of development include "teacher-apprentice pairing","teaching competition","teaching and research activities","school-based training" and "self-guidance".The influencing factors include "social factors","school factors","family factors" and "personal factors".The conclusions are as follows: first,unremitting efforts are the core of teachers' professional development;Second,the management of mercy with mercy is the key to students' growth and success;Third,excellent professional quality is the basis for teachers to teach and educate people;Fourth,the support of the surrounding environment is the guarantee to obtain development opportunities.Finally,the three teachers put forward suggestions to promote the professional development of biology teachers in middle schools from the following four aspects:first,middle schools and colleges should strengthen students' career education,and the employment guidance under career education should run through the whole stage of students' school study;Secondly,colleges and universities should optimize the professional quality training of preparatory teachers,and improve students' information technology and teaching design ability by combining specific teaching fragments and authoritative evaluation mechanism;Third,middle schools should improve the effectiveness of in-service teacher training mode,and urge front-line teachers to internalize their professional growth into independent and voluntary development pursuit;Fourthly,teachers should pay attention to and actively promote their own professional development,make detailed professional development plans,insist on reflection and summarization,and face daily teaching practice with a "growth" mentality.