Research On The Self-Professional Development Of Middle School Young History Teachers

In 2018,the Opinions of the CPC Central Committee and The State Council on Comprehensively Deepening the Reform of The Construction of Teachers in the New Era pointed out that teachers are the first resource of education development and the key force of talent training.In 2022,the Ministry of Education and eight other departments issued the Plan for Strengthening Teachers ’Education in Basic Education in the New Era,taking the construction of teachers as the basic work and improving teachers’ education and teaching ability as the focus of development and reform.Teacher professional development is the only way to realize the growth of teachers.With the continuous expansion of young teachers,young history teachers have become the main force of history teaching.How to help young history teachers to carry out professional development and growth faster is an important content of the professional development research of history teachers.Among them,teachers are the main body of teachers’ professional development,so how to effectively help young history teachers to realize self-development and self-growth is the key problem to be solved urgently.In order to promote the teaching quality of history education.Teachers ’self-professional development refers to the process in which teachers themselves are the leading in teachers’ career,emphasize teachers’ self-development consciousness,actively,consciously and goals,and implement specific goals,so as to improve self-education and teaching ability,and constantly carry out effective professional development behavior.The self-professional development of young history teachers is a process led by young history teachers.By establishing the awareness of teachers to develop professional development planning and other professional development measures,young history teachers improve their professional knowledge and professional ability,and finally grow into mature and excellent teachers.With the change of The Times and the development of educational reform,the professional development of young history teachers in middle schools is an effective way to promote the construction of history teachers in middle schools,which is conducive to promoting the transformation of the role of young history teachers,so as to promote the development of history education and teaching.This study is mainly based on the cognitivist learning theory,lifelong learning theory,humanistic learning theory,and Maslow’s hierarchy of needs theory.Under the guidance of the theory of questionnaire,in Sichuan province part 35 and under the young history teacher for the object of the study,respectively from the youth history teachers self professional knowledge,professional ability,professional cognition,professional development requirements,professional development mode and effect,professional development planning,factors affecting professional development of the part of the teachers’ professional development status quo investigation.The survey found that the self-professional development of young history teachers mainly has problems such as lack of professional knowledge and professional ability.Combined with the interview and questionnaire results,it is found that the weak self-professional consciousness of young history teachers,the defects of teacher training mode,the rigidity of school management,the uneven distribution of educational resources and the marginalization of history subjects are the main factors affecting the self-professional development of young history teachers.Based on the analysis of the problems and influencing factors existing in the self-professional development of young history teachers,combined with the theoretical literature research and practical questionnaires and interview results,this study believes that the self-professional development of young history teachers should be promoted by the internal incentive measures and the external supplement.First of all,young history teachers should strengthen the consciousness of self-development and establish the concept of lifelong learning.In addition,we should improve our own subject knowledge accomplishment and optimize our professional knowledge system.Finally,to temper their own teachers’ teaching ability,improve the quality of classroom teaching.In terms of external support,it is mainly to implement the teacher guarantee system and effectively improve the status of history teachers.Secondly,the teacher evaluation system should be optimized to pay attention to teacher developmental evaluation,and the teacher management system should be improved to create a good development atmosphere for teachers’ professional development.Finally,we should strengthen the professional study of history teachers and diversify the development mode of teachers.In this way,the young history teachers can better realize self-growth and self-development,and develop into excellent and mature teachers.