Research On The Professional Development Status And Countermeasures Of Korean Primary School English Teachers From The Perspective Of Educational Ecology

With the continuous deepening of China’s curriculum reform,the state has paid great attention to the professional development of teachers.The Outline of the National Medium-and Long-term Education Reform and Development Plan(2010-2020)reviewed and adopted by the State Council in 2010 showed that "Education plans are teacher-oriented.Only when you have good teachers can you have a good education.We should strictly improve the quality of teachers,and strive to create a team of high-quality professional teachers with noble morality,exquisite business,reasonable structure and vitality.It can be seen that the construction of excellent teachers has gradually become a strong demand of the Chinese people to improve the quality of teachers themselves.At present,the professional development level of primary school English teachers in China is not ideal,which is reflected in the lack of subject knowledge,education and teaching knowledge;communication and cooperation ability,scientific research ability and reflection ability need to be improved;and the professional understanding and understanding of primary school English teachers are insufficient.Chinese scholars have carried out relevant research on the professional development of primary school English teachers and achieved many results,but Chinese scholars rarely carry out research on the professional quality of primary school English teachers in ethnic minority areas,especially the professional development of Korean primary school English teachers.Therefore,this study studies Korean primary school English teachers.From the perspective of educational ecology,based on the need hierarchy theory,constructivist theory,teacher independent development theory,reflective teaching theory,teacher professional development stage theory,living water effect theory and overall effect theory in ecological theory.The questionnaire method and interview method were used to investigate the professional development of English teachers in seven Korean primary schools in Yanji City,and some of them were interviewed.On the basis of comprehensively revealing the professional knowledge,professional ability,professional concepts and moral development status of Korean primary school English teachers,the impact on the factors for the professional development of English teachers in Korean ethnic group Primary School have put forward targeted suggestions.The research conclusions are as follows:1.The overall level of professional development of Korean primary school English teachers is average.Specifically,the professional concept and moral development level of Korean primary school English teachers is relatively high,but the development level of professional knowledge and professional ability is average.2.There are significant differences in the professional development level of Korean primary school English teachers with different teaching ages and titles.Specifically,in terms of teaching age,the professional development level of novice teachers is significantly lower than that of expert teachers;in terms of professional titles,the professional development level of junior professional title teachers is significantly lower than that of senior professional title teachers.3.The professional development of Korean primary school English teachers is affected by the internal ecological environment and the external ecological environment.Specifically,in the internal ecological environment of teachers,teachers’ development awareness and skills are factors affecting the development of teachers’ professional knowledge and professional ability,and teachers’ professional identity is to affect teachers’ professional concepts and morality.Factors of exhibition;In the external ecological environment of teachers,school management,school atmosphere and school resources will affect the development of teachers’ professional knowledge and professional ability.Family support and identification are factors affecting teachers’ professional ability,professional concepts and teacher ethics development.The leadership and key events of experts in society are affecting teachers’ professional colleges.Factors of professional ability,professional concepts and teacher ethics development.Based on the above research conclusions,this paper puts forward the following countermeasures from three aspects: enhancing the internal vitality of teacher ecology,improving the external environment of teacher ecology,and realizing the sustainable development of teacher ecology:First of all,we should enhance the internal vitality of teachers’ ecology.First,teachers should take the initiative to learn,establish a sense of independent professional development,and improve the development level of professional knowledge and professional ability.Second,schools should broaden channels,enhance teachers’ professional development skills,and improve teachers’ reflection ability and scientific research ability.Third,society should give teachers full support and improve teachers’ professional identity.Promote the professional understanding and understanding of teachers.Secondly,we should improve the external environment of teachers’ ecology.First,schools should improve the management system and change teachers’ educational and teaching attitudes and behaviors;second,schools should create a good atmosphere and improve teachers’ communication and cooperation ability;third,schools should enrich library resources and improve teachers’ disciplinary knowledge,education and teaching knowledge;fourth,society should give full play to expert leadership.Use to improve the scientific research ability of teachers.Finally,we should realize the sustainable development of teachers’ ecology.First,teachers should establish the concept of lifelong learning and promote teachers’ professional understanding and understanding;second,families should give teachers full support to provide impetus for teachers’ professional development;third,society should strengthen the guidance of key events and promote teachers’ professional understanding and understanding.