Investigation And Research On The Current Status Of Professional Autonomy Development Awareness Among High School Biology Teacher

Teachers are a special group who cultivate future talents for the country.The level of teachers determines the level of education to a certain extent.The new college entrance examination,new curriculum standards,and new textbooks have put forward new requirements for biology education.High school biology teachers,as the direct bearers of high school biology education practice,their professional knowledge,professional skills and advanced ideas are directly related to students’ cognition,emotion and learning habits.High professional self-development consciousness is the prerequisite for teachers to consciously learn knowledge and improve their ability,and also the guarantee for guiding and educating students well.This research investigates the current high school biology teachers’ professional self-development consciousness,analyzes the level and differences of teachers’ professional self-development consciousness in different genders,professional titles,educational backgrounds,and professional development stages,and explores the influencing factors of teachers’ professional self-development consciousness.Then,provide suggestions for enhancing the consciousness of professional self-development of high school biology teachers.The research first introduces the research background and research status of teachers’ professional self-development consciousness,and determines the purpose,significance,ideas and methods of the research.Then the related concepts and theories of professional self-development consciousness are introduced to provide theoretical basis for subsequent research.After designing the questionnaire and interview outline,200 high school biology teachers were surveyed and data were collected,and SPSS 26.0 was used to conduct statistical analysis on the collected data to understand the level of high school biology teachers’ professional self-development consciousness.The analysis results show that the current high school biology teachers’ professional self-development consciousness is at a high level.Male teachers have a slightly higher level of professional self-development consciousness than female teachers,but the difference is not significant.Teachers with undetermined professional titles,second-level teachers,first-level teachers,and senior teachers’ consciousness of professional self-development increased in turn,and the level of professional self-development consciousness of teachers with different professional titles was significantly different.Teachers with a bachelor’s degree have a higher level of consciousness of professional self-development than teachers with a master’s degree or above,and there is a significant difference between the two.In the adaptation period,growth period,mature period,and post-mature period,teachers’ professional self-development consciousness increased in turn,and the level of teachers’ professional self-development consciousness in each period was significantly different.The factors affecting teachers’ professional self-development consciousness mainly include low social status,low salary,low professional identity,heavy workload and less time,low teaching enthusiasm,single school training form,imperfect evaluation methods,and low awareness of initiative.Suggestions on enhancing teachers’ self-development consciousness are put forward from three aspects: society,school and teachers themselves.Social aspects: Improve teachers’ social status,provide teachers with adequate social support,and enhance teachers’ professional well-being and professional identity.Schools: Enrich teachers’ training channels and provide convenient conditions for teachers’ development;improve the evaluation system and add reward mechanisms;reduce the pressure and burden of teachers outside teaching,and give teachers sufficient time for independent development;create a good development environment and drive teachers to develop consciously and actively.Teachers themselves:awakening enthusiasm for teaching and enhancing professional identity;establishing long-term goals and plans;rationally arranging study time;strengthening self-awareness in teaching practice;enhancing awareness of development in mutual assistance and cooperation.