A Narrative Study On The Professional Development Of A Chinese Teacher In Rural Primary School

Teachers are the main force to promote basic education reform,and teachers’ professional development must be the focus of basic education reform.At present,the current situation of rural teachers’ professional development in China is not optimistic.On the whole,it is reflected in the lack of pertinence and poor effect of rural teachers’ training,the weakness of rural teachers’ professional knowledge,the need to improve their awareness of independent development,the lack of training activities in rural schools and the lack of school-based research.This study adopts the method of narrative research to explore A’s Chinese professional development through the educational story of a Chinese teacher of A in rural primary school.This study holds that the professional development of Chinese teachers refers to the process of constantly updating their educational ideas,expanding professional knowledge and improving teaching skills through special training and learning in the whole career of Chinese teachers.However,these basic elements of Chinese teachers’ professional development are missing in rural primary school Chinese teacher of A.The lack of Chinese professional development of A is mainly reflected in the weakening of Chinese professional knowledge,the weakening of Chinese professional autonomy,the weakening of Chinese professional internal drive and the single path of Chinese teachers’ professional development.A teacher expects to have the support of various external mechanisms to promote his own professional development to make up for the lack of these Chinese professional development,but the village where a is located does not have these systems.After the great expectation failed,A did not give up,because he has the children in the mountains in his heart.A understands the importance of his own professional development to improve the quality of Chinese education in the village.So A is making a difficult exploration in his Chinese education practice,mainly improving himself from three aspects: Chinese education concept,Chinese professional knowledge and Chinese teaching skills.A with the help of teaching reflection,we can update the concept of Chinese education,rely on self-learning to improve Chinese professional knowledge,and improve Chinese teaching skills through self accumulation.After 40 years of teaching,A teacher has been reflecting and growing in the practice of Chinese education,and has gradually generated educational wisdom from educational practice.At the same time,these educational wisdom and A self-development consciousness are also supporting A’s Chinese professional development to a conscious realm.A teacher has been thinking about the deep problems of Chinese education,that is,what Chinese is,the students in Chinese class and the teachers in Chinese class.Thus,A formed his unique professional development path.A teacher’s Chinese professional growth path is not only the accumulation of teaching experience and the improvement of teaching methods,but also shows a rural Chinese teacher’s professional growth path from self-reliance to self-consciousness.This study also expects that rural Chinese teachers can get better professional development with the help of society,schools,government and other aspects.