Chinese teaching is a complex systematic project. Only Chinese teachers who have received professional training and have high professional quality can have professional knowledge and teaching ability of Chinese subject. "Teachers' professional status must meet three conditions: indispensable social function, formal professional knowledge and autonomy of professional work. "⑦ The teaching profession has its own unique professional requirements and conditions, and it cannot be replaced at will. "The development of teachers is first of all' professional' development, that is, the development of educational theory and skills, knowledge and experience." ⑧ If a teacher wants to be a real teacher, he should not only have enough knowledge reserves, but also constantly learn and accumulate the ideas or theories of education and teaching, construct his own unique education and teaching theories and skills, constantly reflect, and combine education and teaching theories with practice to promote professional development. 1. The concept of specialization The reality of teacher professionalization has only made progress under the impetus of the wave of educational reform. The core of teacher professionalization is the professional level of individual teachers. According to the current social requirements for teachers, it is necessary to have a high degree and a teacher qualification certificate. Teacher qualification certificate is a necessary requirement for teachers' professional level. A Chinese teacher should not only have a teacher qualification certificate, but also have profound knowledge and education in the field of Chinese language and literature. However, in some places, although the professional level of Chinese teachers has obtained the required academic qualifications through RTVU, correspondence and further study, the gap between the actual level and the teaching requirements is not small. With the penetration of the concept of lifelong learning, "it is generally believed that teacher education should fully consider teachers' professional development, break the situation of independence before and after taking office, implement integrated education, make teachers receive consistent education for life, and emphasize that teachers should establish the awareness of lifelong learning, actively absorb new knowledge and continuously improve their professional quality." Pet-name ruby Chinese teachers, in particular, should establish the concept of continuing education and lifelong education, have professional enterprising spirit, have knowledge and skills, and really have professional ability. 2. The role of professional knowledge language teachers develops with the development of the times. The new role orientation of Chinese teachers is reflected in that Chinese teachers not only impart knowledge and cultivate Chinese ability, but also guide and promote students' Chinese learning and "equality first" with students. This is ontological knowledge, that is, the subject professional knowledge and related cultural knowledge taught by teachers. It is also necessary to have conditional knowledge, that is, theoretical knowledge of educational science such as pedagogy and psychology, which is the condition to promote teachers to impart ontological knowledge to students. In addition, there must be practical knowledge, that is, the knowledge formed by teachers in education and teaching practice. Teachers in China can have professional knowledge and be proficient in the subjects they teach, but they also have personal goals of becoming excellent teachers. Combining professional goals with personal goals can build a self-concept that keeps pace with the times and is highly integrated and comprehensive, and form a harmonious relationship between individuals and majors. 3. Professional Skills The professional skills of Chinese teachers refer to "a set of action and intellectual operating systems that Chinese teachers must have when completing Chinese courses, teaching and related work." Participating in curriculum reform requires Chinese teachers to find their own role orientation, change their educational concepts, and at the same time need solid teaching skills. Teachers, like doctors and lawyers, are a professional profession, which is the consensus of people today. We should also realize that this is a profession that requires strict and continuous professional training and practice to acquire professional knowledge and skills. A qualified Chinese teacher, with a solid Chinese ability, must also have the professional skills of Chinese teachers, which are formed through Chinese lesson preparation, Chinese classroom teaching, Chinese teaching evaluation and Chinese teaching research, as well as skilled use of modern information technology skills, through reflection and self-development. It should be said that this is the teacher's specialty. "Teaching is a professional activity. As professionals, the core of teachers' professional development is the formation and development of professional knowledge. Promoting teachers' professional development is an activity to continuously improve teachers' teaching professional knowledge. "{1 1} may not become expert teachers with professional expertise, but Chinese teachers must constantly improve their professional level, including professional teaching skills, in order to meet the requirements of high-quality teaching and education. Chinese teachers' teaching literacy Chinese teachers' educational and teaching behaviors and manifestations are determined by their thoughts, and the content of educational and teaching behaviors is determined by their quality. Wisdom can enlighten wisdom. Chinese teachers' teaching quality and educational wisdom are manifested in their thorough understanding and understanding of education and courses, their understanding of teaching rules, their understanding of students' learning psychology, and their superb teaching art in classroom teaching by using appropriate methods, which makes Chinese teaching full of vigor and vitality. 1. Curriculum concept Teachers must first have sufficient understanding of the status and role of the subjects they teach. As a basic subject, Chinese is characterized by the unity of instrumentality and humanity. In the process of teaching, teachers should integrate the new concept of Chinese teaching into classroom teaching, which is the most important aspect to reflect the quality of Chinese teaching. It is hard to believe that a person without discipline concept and educational guiding ideology can do a good job in education. Professor Pan Xinhe advocates that the core element of Chinese teaching literacy is the "spiritual energy" of Chinese teachers. The so-called "spiritual energy" is mainly reflected in teachers' humanistic care for students in the teaching process. "{12} Chinese teachers should be" guides ","organizers "and" promoters "of students' learning, open the classroom, talk with students on an equal footing, discover and explore problems together with students, and inspire and share with each other. Really let the classroom become a platform for dialogue between teachers and students and teaching materials, apply new educational and teaching concepts and methods to the classroom, and build a learning community between teachers and students. 2. Curriculum consciousness Curriculum consciousness is the degree of sensitivity and self-awareness of curriculum meaning when people consider education and teaching. As far as teaching itself is concerned, the focus is on teachers' understanding of the curriculum. The new curriculum proposes that teachers are the implementers and developers of the curriculum. Chinese teachers should take the greatest responsibility for the growth of students as much as possible, give full play to the advantages of Chinese courses according to the characteristics of Chinese courses, and make students' learning of the language and characters of the motherland turn into their language and character ability. From learning writing to writing articles to learning literature and culture, Chinese ability is formed. Driven by curriculum consciousness, students and teachers participate in teaching as the most important elements of Chinese curriculum, and can have their own understanding and feelings when facing problems or phenomena, and express them freely; Teachers and students talk to the teaching content, listen to each other and share each other's wisdom, so as to deepen their knowledge and understanding of life and enrich their inner world. Professor Wang Rongsheng once pointed out three principles of Chinese teachers' professional work: "Participate in curriculum development, teach with teaching materials, for the development of every student. "{13} In the classroom, to form the form of Chinese teaching mainly refers to the form of" teaching "by teachers. Teachers should design teaching content and organization according to the actual situation of students, choose appropriate teaching organization and teaching methods, and truly have teaching materials. 3. Curriculum objectives Chinese classroom teaching should have clear objectives, curriculum standards are the guiding documents of teaching, and the design of Chinese teaching objectives should start from three dimensions: knowledge and ability, process and method, emotional attitude and values. These three dimensions basically cover three interrelated fields in target taxonomy, namely cognition, motor skills and emotion. There are measurable explicit goals such as knowledge and ability, as well as implicit goals such as emotion, attitude and values. The ultimate goal of setting teaching objectives is to serve students. The requirements in the goal and the difficulty of the requirements should be based on the actual level of students. Whether the teaching goal can be achieved depends on the students. "Courses exist to make students live smarter." {14} It is meaningless for teachers to analyze the current situation of students at different ages with psychological knowledge, pay attention to their individual differences, and really pay attention to their physical and mental development, which is divorced from their actual teaching objectives. American scholar Robert Slaven pointed out that the determination of teaching objectives should be combined with teaching evaluation. He stressed, "What do you want students to know or be able to do after today's class? What should they know after learning a unit course? What should they know after the semester is over? Correctly answering these questions is the primary prerequisite for consciously high-quality teaching. " {15} The establishment of Chinese teaching objectives is very important for the effectiveness of Chinese teaching. China teachers' scientific research literacy "Teachers are researchers" is an important concept in the international teachers' professional development movement. "Only when Chinese teachers go deep into Chinese teaching practice as teaching researchers can they deeply understand the essence of curriculum reform, adapt to the complicated and ever-changing Chinese teaching situation and let their wisdom light up the Chinese classroom." {16} Chinese teachers should have scientific research literacy and actively carry out teaching research, that is, as researchers, find problems from their own teaching and develop them into research topics, so as to improve their teaching quality and teaching ability. 1. Research Ability of Curriculum and Textbooks As a course in basic education, Chinese teachers need to know how the course is implemented in teaching, which requires Chinese teachers not only to be proficient in majors, but also to become researchers in education and teaching, and to change from the executor of the course to the developer of the course. Put the educational and teaching theory into practice creatively, so as to improve one's teaching level. To understand the relationship between curriculum and teaching, as well as the relationship between curriculum and teaching materials, is not only a problem to improve theoretical literacy, but also an important thing to break through its own limitations and raise awareness in practice. Curriculum is a broad and polysemous pedagogic term, and teaching materials are only the expression of curriculum, which is how we learn the curriculum. Textbooks are learning materials and carriers of teaching contents. Chinese teachers should study the concept of compiling textbooks, analyze different versions of textbooks, be familiar with the ideas of the whole set of textbooks, and understand the intention of compiling textbooks, so as to master the textbooks themselves and master the textbooks, and then achieve the understanding and mastery of the curriculum. 2. The research ability of curriculum standards Curriculum standards are the teaching guidance documents of national standards, which are authoritative and legal. The compilation of teaching materials, the implementation of teaching and the evaluation of teaching must follow the provisions of curriculum standards. It is the responsibility of every teacher to learn the curriculum standards, which refer to the basic characteristics of Chinese curriculum: "the unity of instrumentality and humanity"; Chinese curriculum "should be devoted to the development of students' Chinese literacy" and the promotion of Chinese curriculum status. Chinese curriculum standard is a programmatic document of Chinese curriculum reform, which fully embodies the guiding ideology of "people-oriented" and "improving students' Chinese literacy in an all-round way" and focuses on cultivating compound talents to meet the needs of the times. Chinese teachers should deepen their understanding of curriculum standards, study hard, aim at the outstanding problems in Chinese education, take the promotion of Chinese curriculum reform as their own responsibility, pay attention to the combination of theory and practice, implement the spirit of Chinese curriculum reform, and devote themselves to the cultivation of students' Chinese literacy. 3. Teaching practice research ability. Chinese teachers should have the consciousness of "researcher" and actively participate in research. Participating in research can enhance their self-reflection consciousness and ability, and understand the significance and function of their teaching behavior. We should study all kinds of problems faced by our school in the development and reform, and our own behaviors in the classroom, so as to clarify the significance of our teaching behavior, the influence of teachers' teaching ideas on students' learning, the problems encountered by students in the process of growing up, the relationship between our teaching activities and reality, and how to improve our education and teaching practice. The practical research ability of teaching is combined with the daily life of teachers. "The ultimate goal of teacher research is not only to improve educational practice, but also to change their lifestyle. "{17} Teachers' scientific research activities only solve the problems of themselves and the school, such as the reform and development of school education and the subjects they teach, the problems of teachers' classroom teaching, and the problems of students' growth. They have to constantly reflect on and discover their own shortcomings in teaching, so as to further improve teaching. Only by establishing research to solve practical teaching problems can scientific research be meaningful, teachers can realize the value and significance of their work, and teachers can realize professional and independent development. In short, the professional development of Chinese teachers needs to constantly improve their professional quality. Chinese teachers should be knowledgeable, independent in spirit, innovative in teaching, self-reliant, face the profession as learners, and be good teachers and friends of students. Only by being competent at work can we pursue "Excellence", constantly adapt to the development and reform of education and teaching, and assume the responsibility of modern Chinese teachers. 6. The central task of the school is teaching, and teachers are the primary school-based resources for education and teaching. We should make full use of this important educational resource, strengthen the base function of self-reflection, peer assistance and common promotion, and make teachers' simple teaching practice and teaching research an effective way to promote teachers' professional sustainable development and ability continuous improvement. In the era of knowledge economy, it is not enough for teachers to strictly abide by their duties and have lofty enterprising spirit. The times call for more professional and excellent expert teachers. Teachers' professional specialization is the inevitable requirement of social progress and the development direction of teacher education. Today, the connotation of teachers' work has undergone profound changes. Education reform in any country includes education system reform, curriculum reform, educational concept change and many other aspects. These reforms will eventually be implemented on teachers. Teachers are the most direct and vivid media to connect educational ideals and ideal talents. Teachers' work has increasingly become highly complex creative work and irreplaceable professional activities with unique professional characteristics. Teacher professionalization means that teachers have professional educational and teaching practice ability based on reasonable knowledge structure, and can effectively and creatively solve problems in the field of education and teaching. The process of teachers' professional growth is the process of improving teachers' quality. Without teachers' professional development, teachers' historical mission cannot be completed. In recent years, more and more experts and scholars advocate "teachers' behavior and action researchers" and "teachers become liberated action researchers" in the research and discussion of teachers' professional development, and advocate that teachers should change the connotation of teaching behavior from passive professional development to active specialization. Teacher professionalization pays more attention to teachers' performance in the connotation and quality of teaching behavior in the real education and teaching situation. The strengthening of teachers' internal professionalism also requires teachers' self-awareness and self-renewal in order to be competent as research-oriented or expert teachers. Without teachers' initiative to update their educational concepts, reflect on their teaching experience and improve their own quality, the expected purpose of teachers' education and training can not be truly realized, and it is difficult to further improve teachers' professionalism. First, the basic ideas Through training, teachers of different levels and levels can grow and develop on the original basis; Through training, the school will be built into a spiritual ecological park for teachers, so that teachers can have leisure, gratitude, books and surpass themselves; Through training, teachers can become the "real person" model in students' minds: true feelings, practical work, real talents and unique opinions. Training should adhere to the combination of theory and practice, development and emergency, centralized training and decentralized self-study, explicit training and implicit training, result-oriented and process-oriented, and lecture-oriented and interactive. Second, in order to meet the requirements of quality education and keep up with the times, teachers' teaching quality must strengthen the following qualities and abilities: 1. Enrich teachers' professional knowledge. Teachers who adapt to the times must first have a solid and systematic knowledge of professional disciplines and master the basic theories and knowledge of the disciplines they teach. Including general knowledge, subject knowledge, educational science knowledge (educational principles, curriculum and classroom teaching knowledge, mental health and consulting knowledge, classroom and class management knowledge, educational environment and educational technology knowledge), to understand the latest achievements, latest level and future development trend of the taught subjects. 2. Improve teachers' professional ability. China's education has shifted from spreading knowledge to improving students' comprehensive quality in an all-round way, and cultivating students' ability to acquire and use knowledge actively and to analyze and think independently. Therefore, it is necessary to cultivate teachers' professional ability. Including general ability (communication ability, interpersonal communication ability, information acquisition ability, self-study ability, technical ability), psychological counseling ability, problem-solving ability, case analysis ability, innovative thinking ability, integration ability and so on. 3. Cultivate teachers' professionalism. Teachers should establish correct professional values, enhance their sense of professional responsibility, improve their enthusiasm for teaching and educating people, love students, be willing to teach, and be willing to contribute everything to education. Third, the principles that teachers' professional development must follow: 1. Adhere to the principle of teacher development. Teachers' development is the fundamental purpose of the implementation of the "project", so all educational and teaching activities of the school should focus on improving teachers' quality and do everything possible to create conditions and provide opportunities for teachers' professional development. 2, adhere to the principle of grading. Teachers can be divided into different levels of efforts according to different disciplines, ages and knowledge structures, and achieve their goals step by step on the same content. 3. Adhere to the principle of facing all. All full-time teachers should participate in the study and training of teachers' professional development and constantly improve their professional quality. 4. Adhere to the principle of highlighting key points. We should focus on training young teachers, backbone teachers, academic leaders and famous teachers, so that they can become the leaders and guides of teachers' professional development. 5. Adhere to the principle of school-based training. On the basis of unified training by superiors, the school concentrates on all-round and multi-level professional knowledge and skills training for teachers. 6. Adhere to the principle of combining self-study with exercise. Teachers should make full use of their spare time to study and exercise independently, and schools should actively carry out various activities to provide and create opportunities for promoting teachers' professional development. In short, school-based teaching and research, as a science, is extremely rich in content. Carrying out school-based teaching and research to promote teachers' professional development is a task that must be constantly grasped. It is necessary to deepen school-based teaching and research to make it an important support for building schools, developing teachers, achieving students and serving the society.