1. The key to teachers' professional development lies in accumulation: with the deepening of the new curriculum reform, teachers' professional development has attracted more and more attention from people of insight in education. Teaching and scientific research is regarded by more and more people as the main way of teachers' professional development, and it is no longer the business of educational experts and researchers. In addition to the advocacy and requirements of the administrative department of education, the real motivation of teaching and scientific research should come from schools and the internal needs of teachers' development. The internal demand of teachers is self-growth, and the key to self-growth lies in whether teachers can continue to grow in a more correct direction. The fundamental way to solve this problem is to keep learning, reflecting, thinking and recording your own growth experience. The problems to be solved urgently in teachers' professional growth include teachers' professional growth records, the richness of teaching and research exchange platforms, and the initiative and spontaneity of communication.

2. Website, blog, instant messaging software, Moodle and other online teaching and research methods coexist, each with its own advantages. The website is suitable for administrative institutions and teaching and research management institutions, and the blog is suitable for individuals. Instant messaging tools are mainly QQ group, UC group and MSN.

3. The functions of blog and team blog can play a unique role: a. Blog provides space and possibility for the accelerated growth of teachers, and blog group can provide space and possibility for the accelerated growth of school teams, subject teams and group teams. Individual blogs, groups (teachers, students, parents) collaborative bloggers (groups can be two or more), subject bloggers, new project development groups (curriculum, inter-school project linkage, scientific research project development), regional bloggers, joint bloggers, pairing bloggers, etc. Are all different forms of blog teams. Become our new way of working, communicating and growing. B, teachers need to set an example and create an example for their own growth, and the role of an example needs two aspects: one is to attach importance to and publicize the example, and the other is to publicize and display the example. Blog is a good platform to pay attention to and promote, publicize and show examples. C, blog has the nature of showing personality, which is completely in line with the spirit advocated by the new curriculum reform.

4. Since last semester, Zhejiang Teaching and Research Section has been pushing for joining hands with bloggers, and has taken a series of measures, such as building a new provincial teaching and research network, expanding website space, setting up full-time teaching and research personnel, convening network administrators of various academic subjects and disciplines, and holding online teaching and research meetings, etc., to vigorously promote online teaching and research. The popularization and use of blog is the core part of online teaching and research.

5. Our city has a developed economy and a high degree of network popularization, so it has good hardware guarantee to carry out this research.

6. Our city has a long history of establishing and using websites to conduct online teaching and research, with remarkable achievements. For example, Yin's "Middle School China Church Resource Network" is famous all over the country. The website has been in operation for six years, with 40 million hits. He has won many awards in national and provincial competitions. Li Rizhou, the leader of the research group, started to build the website "Rui 'an Information Technology & Comprehensive Practice Activity Teaching and Research Network" on 0 1, which has a certain popularity in the whole province. In the past three years, the content has been transferred to blog, and the growth blog is the first in the national technical group and the second in the joint blog group. At present, there is a 1 1 QQ group in our city, and Mr. Ryan is a member for work exchange.

At present, Anyang Experimental Middle School in our city has established its own blog group platform based on the website, and nearly 50 teachers actually use blogs, which is close to 1/3 of the total number of teachers. In addition, at least 100 teachers already have blogs. There are about 2000 teachers who use the Internet to work and improve their professional growth, accounting for more than 1/4 of all teachers.

6. The rapid development of network technology may have newer and better forms. But in the foreseeable future, this form of blog will not be eliminated or abolished.

Habermas put forward four effective principles of real interaction and understanding: intelligibility of expression, authenticity of statement, sincerity of expression and legitimacy of speech. He also proposed that the social standard for realizing "communicative rationality" is:

First, the ideal language situation is open to every interested subject, so that they can participate in the discourse and defend their own views;

Second, we can get rid of pure instrumental and strategic motives such as coercion, domination and power games;

Thirdly, it can distinguish the validity requirements of cognition, norms and expression hidden in our assertions, and this distinction can only be realized through debate;

Fourth, it can make people freely reach a consensus on the formation of democratic will and the basis of policy continuity;

Fifth, the result is a reasonable agreement, which can be modified according to further consultation. Blog is a form based on this demand standard.

So far, the research on the theme of "educational blog" has been partially involved in academic journals at home and abroad, but it still needs to be further theorized and systematized. Doge, the father of WebQuest, who initiated online inquiry teaching in the United States, advocated adding new elements of Blog to the design of WebQuest to promote the exchange of ideas between teachers and students on the Internet, and personally set up a Blog () to record his thoughts on weekdays. This should be the original form of educational blog.

Among bloggers, we are most concerned about teachers. Although there is no accurate statistics about teachers' blogs in China so far, there are 8.07 million records of "teachers' blogs" retrieved from Google keywords, and "curriculum reform" (6.5438+0.24 million) and "informatization of basic education" (6.5438+0.20 million) have become the three keywords with the largest search information in the field of basic education. The characteristics of primary and secondary school teachers' blogs in China are:

The vast majority of educational bloggers are "grassroots" ordinary teachers, and there are also a few educational researchers. Teachers use blogs to record their thoughts and growth trajectories. The two topics they are most concerned about are curriculum reform and educational informatization.

Teacher bloggers have a strong sense of belonging to blogs and look forward to spreading their voices in society and establishing teachers' social status by non-mainstream "discourse" and online communication.

Teacher L's blog is relatively less utilitarian, at least in the current schools and regional blogosphere, there are few vulgar celebrity effects and eyeball economy.

3. The definition and theory of teacher professional development.

Teachers' professional development refers to the professional development process that teachers acquire educational skills, implement professional autonomy, embody professional ethics, gradually improve teaching quality and become education professionals through lifelong professional training. Simply put, it is the professional development process of teachers from an "ordinary person" to an "educator".

The connotation of teacher professionalization includes professional knowledge structure, professional skills and professional ethics.

Professor Lin Chongde believes that teachers' knowledge can be divided into ontological knowledge, cultural knowledge, practical knowledge and conditional knowledge. Ontology knowledge refers to the knowledge of a specific subject possessed by a teacher. Ontology knowledge has four requirements: first, it has a certain depth and breadth of subject knowledge; Second, not only understand the history of this discipline, but also grasp the new progress of this discipline; Third, knowledge related to this subject; The fourth is to be able to turn the knowledge of this subject into your own academic attainments and express it clearly. Teachers' solid ontology knowledge is the basic guarantee to achieve good results. The extensiveness and profundity of cultural knowledge determine the effect of students' all-round development to a certain extent. It can meet every student's multi-faceted interest in inquiry and multi-faceted development needs; Help students understand the colorful objective world; Help yourself to better understand the knowledge of the subjects you teach; In order to help you better understand the knowledge of educational disciplines, such as learning educational philosophy, you need the knowledge base of philosophy of thinking, ethics, sociology, epistemology, social philosophy and other disciplines. Improve the prestige among students and parents. Practical knowledge refers to the classroom situational knowledge and related knowledge that teachers have in the face of purposeful behavior. This knowledge is the accumulation of teachers' teaching experience. Traditional teaching research often regards teaching as a stylized process, ignoring practical knowledge and teachers' personal characteristics. The accumulation of practical knowledge requires teachers to have reflective thinking and teaching ability. Conditional knowledge refers to teachers' knowledge of pedagogy and psychology. This kind of knowledge is generally lacking in teachers. Including students' physical and mental development knowledge, teaching and learning knowledge, and students' performance evaluation knowledge.

It is not enough to have a complete knowledge structure. Teachers should pay attention to study and update the nature, paradigm, organization and content of teachers' knowledge, so as to ensure that this "bucket of water" for teachers is not "stagnant water", but a steady stream of water, and a "glass of water" for students is also a steady stream of "new water".

Teachers' professional skills are composed of teachers' teaching ability, teaching skills and the application of modern educational technology. Teaching ability includes general teaching ability and specific subject teaching ability. General teaching ability refers to the ability to participate in various teaching activities, mainly including: teaching monitoring ability, teaching cognitive ability and teaching operation ability.

(1) Teaching monitoring ability. It refers to the ability of teachers to plan, check, evaluate, feedback, control and adjust the teaching activities themselves in the whole process of teaching in order to ensure the success of teaching and achieve the expected teaching goals. This ability is the most advanced ability in teaching.

(2) Teaching cognitive ability. Refers to the teacher's ability to analyze and judge teaching objectives, teaching tasks, learners' characteristics, teaching methods and strategies, and teaching situations. The main manifestations are: the ability to analyze and master the outline; Ability to analyze and process teaching materials; Teaching design ability; Ability to understand and judge students' study preparation and personality characteristics. In the structure of teaching ability, teaching cognitive ability is the basic ability.

(3) Teaching operation ability. Refers to the ability of teachers to solve teaching problems in the process of achieving teaching objectives. From the point of view of means, it is shown as follows: first, the ability of speech expression, such as the accuracy, organization and coherence of language expression; Second, the ability of nonverbal expression, such as the appeal of words, expressions and gestures. Third, the ability to choose and use teaching media, such as the appropriateness of using teaching AIDS. From the content point of view, the performance is as follows: first, the ability to present teaching materials, such as reasonable arrangement of presentation content and order, selection of appropriate presentation methods, etc. ; The second is the ability of classroom organization and management, such as stimulating students' learning motivation and organizing teaching activities; Third, the ability of teaching evaluation, such as the ability to get feedback information in time and the ability to compile evaluation tools.

Teachers' ability to apply modern educational technology has become an important part of teachers' teaching ability in the 2 1 century. Including:

Ability to use computer-aided teaching;

(2) Ability to use multimedia technology;

(3) The ability to carry out online course teaching by means of modern distance education.

4. Exploration of teachers' professional development in the field of international education.

From the perspective of theoretical research, the western countries have made some research on teachers' professional strategies along the track of teachers' group specialization-teachers' passive specialization-teachers' professional development, with the core of obtaining teachers' autonomy.

In 1960s, Steinhaus put forward the viewpoint about the role of teachers in curriculum development, that is, "teachers are researchers". Later, this view had a wide influence around the world.

In the 1970s, Britain launched the "Teachers as Researchers" movement, which opposed the control of foreign research results and ideas on teachers and attached importance to teachers' personal self-awareness, self-education, personal practice or self-ability. In this movement, teacher research has become a professional lifestyle for teachers to liberate themselves and publicize their subjectivity.

Since 1980s, many countries have integrated curriculum development such as teacher growth and professional development into a unified process. The training and development of teachers follow the paradigm of "reflecting on practitioners". Teachers constantly gain the ability to hate practice in action research characterized by "participation" and "reflection", thus gaining professional development.

On the basis of Steinhaus, Eliot further proposed that "teachers are action research". Teachers no longer take biased expert thinking for granted, but start from their own teaching practice, ask questions, start to solve problems, put forward hypotheses, test hypotheses and evaluate hypotheses, and gain professional autonomy and development in the process.

On the basis of Steinhaus, Kemis further proposed that "teachers are action researchers of liberation". The research is conducted under the guidance of teachers' own communities, and experts only help to form communities. This situation ensures that teachers fully participate in the research process, and enables teachers to "liberate" themselves and their majors, thus gaining professional autonomy and professional development.

5. The research on teachers' professional development in China.

As early as 1930s, China began to discuss the teaching profession. At that time, there was a very clear view: "Teachers are not only a profession, but also a profession, and ... their nature is similar to that of doctors, lawyers and engineers." At present, China's relevant laws have provided basic institutional guarantee for promoting teachers' professional development.

Regarding the current situation of teachers' professional development, Professor Gu Mingyuan, president of China Education Association, believes that professional development is one of the two major problems facing teachers' education in China. Zhong Qiquan put forward three major problems facing the professional development of teachers in China: ① the concept of teacher education needs to be further put in place; ② The teacher education system needs to be further improved; ③ Educational science needs further reform and development. These three points basically summarize the practical problems faced by teachers' professional development and have been widely recognized by the education sector.

In view of the problems existing in teachers' professional development, Zhong Qiquan put forward two strategies for teachers' professional development from the conceptual level: ① establishing an ideal "teacher image" to meet the needs of the new era; ② Establish a teacher education system corresponding to the ideal "teacher image". Liu Fang pointed out that teachers' professional development must be as follows: ① teachers become researchers, improve their own quality and teaching quality, and make teachers' work regain "vitality and dignity", which shows irreplaceable; (2) Teachers actively reflect, so that teachers can have a deeper understanding of themselves, their professional activities and related issues; ③ Make the school where teachers teach become the base of teachers' professional development.

(B) Educational Blog and Teacher Professional Development Theory

Educational blogs can use "zero barrier" social software to write their own online logs with heart. Teachers can easily upload and publish spiritual and material achievements in teaching, scientific research and life, forming teachers' personal resource accumulation. Blog can form online brainstorming across time and space and become an important way to support teachers' explicit and tacit knowledge.

Li Touhou and Zhuang summarized the present situation and prospect of education development, and pointed out that grasping the teacher's professional development and blog construction under the new curriculum and educational informatization environment will seize the pulse of the development of the times, marking that educational informatization and teacher's professional development have entered an advanced stage: the stage of teachers' subjective consciousness awakening and active development.

Professor Jiang, a doctoral supervisor of East China Normal University, recently proposed that educational blog is not only a platform for information presentation, but also a platform for teachers' group thinking interaction, and an environment or carrier for teachers and students to study and practice together, because it connects people's thinking. Educational theorists should conform to the reality that technology supports social development, participate in it and lead the development of educational blogs with theory. At the same time, it is pointed out that the rise of educational blog is a strange phenomenon in the development of educational informatization-educational blog also provides a medium for teachers and students to express their thoughts, which makes the public discourse right return to each teacher's own hands, thus reconstructing the discourse structure of society. In the process of mutual communication, people reflect and interact, and copy and innovate their own ideas. Blog will lead to the awakening of teachers' subjective consciousness of each individual; Judging from the influence of groups and the long-term historical evolution of society, it will lead to fundamental changes in the social structure of education.

The rise of teachers' blogs is a very interesting phenomenon in the process of informatization of basic education in China. In recent years, the construction of educational resources and the integration of information technology and curriculum promoted by education departments and experts do not seem to have achieved the expected results. On the contrary, blog has become a spontaneous and most influential way for teachers' professional development and growth. The explanation of this phenomenon can not be simply attributed to the fashion of young people, but has profound social reasons behind it.

For a long time, the lack of teachers' right to speak is a major drawback of our education. After the CPC Central Committee put forward the people-oriented Scientific Outlook on Development, the person in charge of the Ministry of Education put forward "people-oriented" for the first time, which is reflected in two main positions: first, education should be based on educating people, and students are the main body of education; Second, running a school should be teacher-oriented and teachers are the main body of running a school. "At least so far, this view does not seem to have become the consensus of the education administrative departments and principals. In the basic survey (2004-2005) of primary and secondary school teachers in China Teachers' Education Association, the directors of education in 65 counties (cities) 1 180 principals did not agree that strengthening democratic management was an important agenda for the construction of teachers, only about 20%, which was similar to the survey results of 38,000 teachers.

This lack of teachers' right to speak is especially manifested in the early stage of curriculum reform and educational informatization. The expert-led promotion mode has caused the right to speak to be almost monopolized by "educators". The teacher is just an audience and the object of brainwashing. A large number of teachers who rush to the front line of education are "silent majority", and there is also a crisis of expression. "Constructivism", "double subject" and "subject-oriented" are all over various conferences, magazines and magazines. It has become the same "cliche, empty talk, nonsense." Although many people have great dissatisfaction with slogan-style educational discourse, they can only be in a state of aphasia under the power discourse. Teachers' blogs have created an independent and democratic discourse space. With the development of technology, the spread of personal information on the Internet has almost reached the point of "zero cost", so real and vivid discourse has emerged. The vigorous development of teachers' blogs reflects the return of teachers' right to speak.

The rapid development of (1) network makes us need theoretical guidance more than ever before. How to explain the relationship between individuals and society in the network environment? How to move from "instrumental rationality" to "interactive rationality" under the network environment? What are the directions and ways? How to analyze the internal interaction between the real world and the virtual world? Pedagogy should give more than just philosophical answers to these questions.

(2) Opposing "instrumental rationality" should not be an excuse to ignore science and technology, which is a retrogression of history. In the tide of social informatization, a person who is completely out of the network is at least not an educational theorist who keeps pace with the times.

(3) Educational theory researchers can only play a leading role by engaging in "communicative action". The researcher's role must be further changed, not only as a mentor, but also as a "companion" first; Not only do you have to start a personal blog, but you also have to socialize. Unfortunately, there are too few such researchers at present.

(C) the application of blog technology in promoting teachers' professional development

As a new online learning tool, educational blog really brings many benefits to the teachers who enter it, such as thinking mode, working mode, learning mode, communication mode, deep thinking and so on.

At present, educational blogs mainly exist in the following forms:

1. Personal Education Blog

Educational blogs can be divided into teachers' blogs, principals' blogs, educational administrators' blogs and students' blogs. According to the weight of its content theme, it can be roughly divided into the following categories:

(1) Teaching reflection class. Through the events that happened to students and the reflection on students' educational methods, we pay more attention to students' personality development, students' growing environment and the subtle influence of educational and teaching events on students.

(2) Subject teaching. Teaching plan design, classroom practice, teaching postscript, subject resources, etc. Exploring the teaching content, methods and modes of this subject is similar to the subject teaching and research website, and pays more attention to the practical experience and reflection of teaching.

(3) Education management. Many principals and educational administrators use blogs to record their own practices, ideas and research in educational management. Through continuous practice and accumulation, we have improved our knowledge and understanding of the essence of education and improved our management level. At the same time, it also plays a good demonstration and leading role for front-line teachers to carry out school-based teaching and research.

(4) Knowledge management. Blog is regarded as a tool for the accumulation and management of knowledge and information, such as the frontier viewpoints of educational theory, the latest development of educational science, information resources that are beneficial to one's work and study, etc., which are stored in a centralized way according to one's own system. In the information society, this structured knowledge warehouse is a gas station for personal career development.

(5) growth files. Record the story of students' growth and establish a more humanized new platform for teacher-student communication and interaction.

(6) communication between home and school. Based on the teacher's class management, record the students' study life at school and build a bridge between parents and teachers.

(7) research. The main content is the real-time archives and important achievements of the research.

(8) Literary creation: mainly teachers' literary works, students' study and life diaries and composition exercises.

2. Campus website

With the participation of some principals and educational administrators in the creation and writing of blogs, educational blogs began to transition from spontaneous organization to organized, managed and evaluated methods, and some campus websites and campus bloggers appeared.

Using blog technology to build a campus website, teachers' educational narrative, campus news, students' works and school forums are built on a platform. Educational narrative has become the main body of the website, giving full play to the enthusiasm of each teacher, and the school has also established a corresponding incentive evaluation mechanism, which has greatly promoted the growth and professional development of teachers.

3. Campus Blog Group On the ordinary campus website constructed by asp technology, the blog function module is added, and teachers' blogs are published on the campus network, thus forming a campus blog group. The school encourages teachers to reflect on their teaching and research experiences, gains and achievements with their own educational stories and write educational narrative reports. This kind of research is more practical, more practical in teaching and more valuable for reference. Moreover, most teachers feel that it is easier to write educational stories than papers, and they write more things.