Research On The Professional Development Of Senior High School Teachers Under The Background Of Optional Classes System

In 2019,the general office of the State Council issued《The Guiding Opinions on Promoting the Reform of the Education Mode of Ordinary High Schools in the New Era》,proposing to build a standardized and efficient operation mechanism of optional classes system,so as to promote the reform of the education mode.Because of the implementation of course selection and class walking,it is bound to subvert the inherent education system and teaching habits.As the intermediary of reform,teachers will inevitably bring many adverse effects on their professional development.Based on this,the purpose of this study is to investigate the current situation and difficulties of high school teachers’ professional development after the implementation of course selection and class walking,and on this basis,to further optimize the path of teachers’ professional development,so as to make it better adapt to the implementation process of course selection and class walking,so as to give full play to the value advantages of course selection and class walking.Based on the perspective of teachers’ professional development,through theoretical elaboration,quantitative data analysis and qualitative data verification,this paper re examines the current situation,Dilemma and breakthrough path of teachers’ professional development after the implementation of course selection in senior high schools.In the specific research paradigm,the literature method,questionnaire survey method and interview survey method are comprehensively used.Based on the understanding of the current situation of the implementation of class selection in 24 ordinary high schools in Shanghai,295 teachers from 6 schools are selected for further questionnaire survey.At the same time,more than 20 teachers from 2 schools are selected for in-depth interview to analyze the general situation after class selection This paper makes a comprehensive and in-depth study on the current situation,influence mechanism,practical dilemma and promotion path of high school teachers’ professional development.The main findings are as followsFirst of all,as far as the current situation is concerned,teachers’ mastery of "educational knowledge" level is poor,classroom management,teaching evaluation and communication and cooperation ability are hindered,and the average scores of professional love and dedication,teaching achievement and caring for students are low;as far as the influencing factors are concerned,teachers’ personal and organizational factors have greater influence than inter school factors,and the influence of organizational factors is greater than teachers’ individual factors Human factors.Further path analysis shows that there is a significant chain mediating effect between teachers’ recognition and self-efficacy in teaching research and training support and teachers’ professional development,which indicates that teachers’ recognition and self-efficacy will significantly affect the role of school teaching research and training support in Teachers’ professional development.Secondly,from the perspective of the dilemma and its causes,the current imbalance of school resource allocation leads to the difficulty of deep promotion of course selection in most schools.In order to meet the students’ demand for course selection,teachers are forced to increase the amount of class hours,which leads to the increase of teachers’ workload and pressure.However,the lack of teachers’ career guidance knowledge,curriculum development knowledge and moral education management experience makes it difficult for them to cope with the problems of students after class selection It is difficult to guarantee the improvement of young teachers’ teaching ability and the complexity of class management,which makes it more difficult for teachers to communicate and cooperate;the knowledge level and ability level are affected and the work is heavy Task and work burden lead to teachers’ emotional disorder: Remolding classroom teaching environment leads to the decline of teachers’ sense of teaching achievement,teachers’ sense of identity of choosing courses and leaving classes tends to be low,and finally leads to the decline of teachers’ sense of self-efficacy.Thirdly,from the perspective of dilemma,the current imbalance of school resource allocation leads to the difficulty of deep promotion of class selection in most schools.In order to meet the students’ demand for class selection,teachers’ class hours are forced to increase,leading to the increase of teachers’ workload and work pressure.In the actual implementation process of class selection,the lack of teachers’ career guidance knowledge,curriculum development knowledge and moral education management experience makes it difficult to promote It is difficult to cope with the new needs of students after choosing courses and leaving classes;the accompanying reconstruction of education and teaching management further weakens the improvement of teachers’ professional ability,which is embodied in the fact that the change of teaching environment hinders the development of teachers’ teaching implementation ability,the effectiveness of teaching research support is difficult to guarantee the improvement of young teachers’ teaching ability,and the complexity of class management makes it more difficult for teachers to communicate and cooperate This is mainly reflected in the decline of teachers’ sense of teaching achievement caused by the remodeling of classroom teaching environment.In addition,under the combined action of other factors,teachers’ sense of identity of choosing courses and going classes gradually tends to be low,which eventually leads to the decline of teachers’ sense of achievement The decrease of teachers’ self-efficacy.Based on the above research findings,this paper starts from the three levels of policy-making,schools and teachers to think about the breakthrough path of related difficulties: first,on the policy level,through the development of ordinary high school course selection class construction standards,improve the "up and down interaction" policy implementation mechanism,balance the value orientation of stakeholders,and actively explore the "flexible flow" of teachers across schools and other measures to improve the related problems At the school level,all schools should optimize the allocation of resources according to local conditions,strengthen the management of career planning and moral education,strengthen the support of teaching research and training,improve the teacher evaluation system and implement technical empowerment,innovate the management mechanism of course selection and class walking,and improve the management efficiency;at the individual level of teachers,gradually guide teachers to correctly examine the value of course selection and class walking and pay attention to teaching on the basis of strengthening the recognition,we should actively practice the teaching mechanism of selecting courses and taking classes.