Research On Professional Development Strategies Of Middle School History Teachers

Under the guidance of the current concept of "teacher-oriented education",the state has put forward higher requirements for teachers’ comprehensive quality,and the key to improving teachers’ comprehensive quality lies in ensuring teachers’ sustainable and comprehensive professional development.As one of the "three national subjects",history has played a great role in students’ ideological education and humanistic quality education.Therefore,continuously promoting the professional development of middle school history teachers has become an important measure related to the national plan and educational reform.Based on the core topic and basic purpose of promoting the professional development of middle school history teachers,this study takes middle school history teachers in the central city of Chongqing as the research object,and makes an in-depth study on the present situation and predicament of the professional development of middle school history teachers in this area through interviews,observation and case analysis,and analyzes the factors affecting the professional development of middle school history teachers,and then puts forward corresponding development strategies.The full text is divided into four parts: the first part explains the related concepts,elements and stage development requirements of the professional development of middle school history teachers as the theoretical basis of the full text;The second part makes a detailed investigation on the professional development of middle school history teachers in the central city of Chongqing by using the methods of interview,observation and case analysis,and obtains the staged status quo and predicament of the professional development of middle school history teachers through systematic analysis;In the third part,according to the survey results and existing literature,the factors affecting the professional development of middle school history teachers are analyzed from three aspects: teachers themselves,schools and external environment.In the fourth part,according to the specific problems and attribution analysis found in the above-mentioned research,feasible strategies such as expanding training channels and levels,strengthening the construction of teaching and research communities,strengthening teachers’ awareness and ability of autonomous learning,and providing external guarantee systems and measures are put forward from the dimensions of schools,teachers themselves,education administrative departments and society,and the specific direction and focus of development in each stage are put forward,with a view to playing a practical role in the professional development of front-line teachers.