1, combined with your own experience, The current new curriculum reform poses three major challenges to teachers. First, the change of educational concept requires teachers to establish a new concept of curriculum, students, teaching and evaluation; Second, the change of teaching behavior requires teachers to learn to understand, learn to be tolerant, pay attention to help and guidance, learn to reflect and learn to cooperate; Thirdly, the change of roles requires teachers to become promoters of students' learning, researchers, builders and developers of courses. The new requirements of the new curriculum reform for teachers' professional quality mainly include the following four aspects. (1) Teachers should have the ability to carry out psychological education. Psychological education ability is the ability to effectively cultivate students' psychological quality, improve their psychological function, develop their psychological potential and develop their personality. Teachers with psychological education ability can make education and teaching work in students' hearts. We can internalize our excellent quality into the quality of students and turn it into their spiritual wealth. Teachers who are good at cultivating students' good psychological quality can arouse students' enthusiasm, initiative and creativity in learning and development, and make students love learning, learning, thinking, creating, caring for themselves and educating themselves. Have noble sentiments, strong will and good personality. (2) Teachers should have the ability to reflect. In the past, a teacher's job was often regarded as a simple technical job, observing other people's classes first and then imitating himself. The training of this skill is a process from the outside to the inside, without paying attention to teachers' own experience and skills. Therefore, there must be an evaluation concept that affirms the individualized development of teachers: the growth of teachers is a process of increasingly distinctive personality. Every teacher's personality should be reflected in the development, not the same. (3) Teachers should have the ability of curriculum integration, design and development. Teachers should master modern educational technology and integrate modern educational information technology into the curriculum. A good courseware depends on the teacher, because he is most familiar with students, and the content he creates is most suitable for students. Therefore, it is the most valuable. (4) Teachers should have good professional feelings. Attitude, emotion, need, innovative spirit and independent consciousness to the profession will all affect teachers' professional behavior. Teachers with good professional feelings are often good at understanding, caring and helping students. Be able to manage democratically, handle affairs fairly, treat others equally, respect students' personality and establish a democratic and equal relationship between teachers and students; Can be open-minded, tolerant and trustworthy, be good at following the laws of education, educate and infect students with civilized, healthy and positive words and deeds, and be responsible for every student. 2. Please analyze the basic characteristics of inquiry learning in combination with the actual situation. As a new learning method and activity, inquiry learning embodies many characteristics of itself: (1) comprehensiveness and openness-one of the original intentions of inquiry learning is to eliminate teachers' teaching in different disciplines in the past. Disadvantages of subject-based learning. The solution of practical problems in real life requires students' comprehensive ability to use knowledge. Inquiry learning provides opportunities for comprehensive learning. By organizing all kinds of interdisciplinary knowledge content around a certain problem, students can master knowledge and think about problems at multiple levels and angles. Moreover, many contents of inquiry learning can't be provided by schools, and it covers a wide range, even under the same theme. The perspective or entrance of research is also quite flexible, which requires teachers and students to be more creative. (2) initiative and autonomy-inquiry learning emphasizes the change of students' learning style, from passive acceptance of learning to active discovery learning. Students can choose their own research topics according to their own interests and specialties. Selecting topics, organizing research groups, implementing research and writing project reports are all processes that students actively explore. The teacher just assumed the role of a mentor. (3) Exploration and creation-Exploration is the most basic way for human beings to know the world. The majority of primary and secondary school students are in a period of physical and mental development full of curiosity and thirst for knowledge, and inquiry learning is also suitable for their personality development. They explore unknown conclusions layer by layer through a process similar to scientific research. In this process, the result of learning is mainly not the accumulation of knowledge. But the creativity of students. (4) Practicality and process-inquiry learning is based on students' subjective practical activities. Students are learning by doing, and their practical activities run through the whole inquiry learning. Students gain direct experience and positive emotional experience in inquiry practice while learning indirect experience. Compared with receptive learning, inquiry learning pays more attention to the learning process. It emphasizes that students should experience a complete process of knowledge discovery, formation, application and development as much as possible, and feel the charm of inquiry from it. (5) Interaction and flexibility-inquiry learning is a multi-directional interactive learning process. On the one hand, it is the interaction between the learning subject and the learning object-acquiring knowledge and cultivating ability through activities; On the other hand, it is the communication and cooperation between teachers and students-inquiry learning is carried out through the communication between teachers and students and the interactive learning between students. At the same time, its learning forms are diverse, and teachers and students can choose flexible ways to carry out inquiry learning according to the actual situation of exchange and cooperation. (6) Hierarchy and transcendence-there are differences in the levels and types of students' participation in inquiry learning. We can focus on the positioning of special topics, some of which are closely related to real life, while others are more academic. Teachers can arrange inquiry learning reasonably according to the different situations of students. Inquiry learning not only emphasizes hierarchy, but also emphasizes transcendence, allowing students to doubt and guess boldly, so as to learn creatively and constantly challenge and surpass themselves. 3. Illustrate the main supporting strategies of school-based curriculum development with examples. A: Countermeasures 1. Second, grasp the orientation of school-based curriculum development; Third, be familiar with the process of school-based curriculum development; Fourth, choose effective school-based curriculum development strategies; 4. What principles should be followed in the selection and application of modern teaching media? Answer: (1) According to the teaching objectives, each unit, topic and project has certain teaching objectives, that is, specific teaching requirements, such as making students know a certain concept, understand a certain principle, or master a certain skill. In order to achieve different teaching goals, it is often necessary to use different media to convey teaching information.

(2) According to the teaching content: the nature of each subject is different, and the applicable teaching media are also different; Different internal affairs chapters of the same subject have different requirements for teaching media. For example, in Chinese subjects, it is best to re-create the image by reading narrative articles with literary characteristics. By providing certain scene media, students can feel it personally, arouse their imagination of the characters, scenes and plots in the text, and provide conditions for students' experiential learning. For example, the concepts, laws and formulas of mathematics, physics and other disciplines are abstract and can only be understood through a series of complex thinking processes such as analysis, comparison and synthesis. It is necessary to provide vivid, vivid and diverse media teaching materials to help students understand.

(3) According to student variables, students of different ages have different abilities to accept things, so the choice of teaching media must take into account their age characteristics. For example, the cognitive characteristics of primary school students are: intuitive thinking and memory are more developed than logical abstract thinking and memory, and attention is not easy to concentrate for a long time. For them, movies, videos and multimedia teaching software can be used more. Multimedia teaching software should be vivid, focused and colorful, and it is best to use animation in each class. Video and movies should also use short films and more animated shots. With the growth of grade, students' generalization and abstraction abilities are developed, their perceptual experience is gradually enriched, and the time of continuous concentration is prolonged. Therefore, the teaching media selected for them can be wider, and the content delivered is more analytical, comprehensive, abstract and general, which increases the weight of rational understanding. The focus should be on revealing the inherent laws of things, and the same media can be used for a longer time.

1. The collision between enterprising psychology and frustration psychology is the mainstream of young teachers' psychological state. However, for most young teachers, because they are not ready to devote themselves to education subjectively, they don't have a deep understanding of the arduousness and complexity of teachers' work, lack theoretical literacy such as educational psychology, and are new to education, lacking practical experience, and their teaching professional ability is weak, so it is difficult to adapt to the role of teachers for a while. So there is frustration, mood swings and mood changes. Coupled with the temptation of teachers' low salary and high income outside school, the collision intensity between their enterprising psychology and frustration psychology is enhanced, which further hinders them from entering the role of teachers quickly.

2. The contradiction between the requirement of being a teacher and the psychology of young people. Teaching and educating people and being a teacher are the psychological goals pursued by young teachers. They are in their youth, with rich feelings, quick thinking and full of vitality. They hope to set an example by becoming a teacher and devote themselves enthusiastically to teaching and educating people. However, because they don't have a deep understanding of the connotation of teaching and educating people and being a teacher, they are not prepared for the arduous and complicated requirements of being a teacher, and often show a good mood. Dealing with the temporary mental state when one's heart is not smooth, one lacks the spirit of being more affectionate to students than to parents, and being cautious about things. This contradiction between the requirement of setting an example and the psychology of young people makes them show the characteristics of emotional instability and ups and downs when they first enter the role of teachers.

3. The conflict between competitive psychology and depression psychology. Being brave in competition is a remarkable psychological feature of contemporary young teachers. They are eager to participate in equal competition and display their talents and knowledge in the era of reform and opening up. However, because they are new to society, have little life experience and are weak in dealing with complex interpersonal relationships, they often overestimate themselves. On the other hand, in the primary stage, they not only want to be competent in education as soon as possible and participate in the evaluation and appointment of lecturers, but also consider the need to carefully handle the relationship between superiors and subordinates and colleagues. In addition, due to the imperfect management systems such as job title evaluation and employment, bonus distribution and housing distribution, they are eager to participate in equal competition and stand out from the crowd, but they are also eager to get married and start a family, and some policies, systems and measures need to be improved, and fierce conflicts between competitive psychology and depressive psychology often occur.

(B) the psychological conflict in the mature stage and its forming factors

The psychological conflict of young teachers to improve teachers' personality focuses on the mature stage. According to the investigation and analysis, there are generally three design schemes for young teachers at this stage, and the specific manifestations and forming factors of their psychological conflicts are as follows:

1. Strengthen the improvement of teachers' personality. Most of them are excellent young teachers. Based on various subjective and objective factors, they established their ambition to devote themselves to education earlier, and their interpersonal relationship and family life were relatively harmonious, thus making outstanding contributions to teaching or scientific research. Therefore, they are determined to make persistent efforts to improve teachers' personality and strive for a higher level. Their psychological state is concentrated in the contradiction between enterprising psychology and anxiety psychology.

2. Tightening before loosening to improve teachers' personality. Their promotion to lecturer shows their success in the initial stage. Why not relax after your success? It can be seen that their psychological characteristics are concentrated in the psychological conflict between being willing to swim in the middle and not wanting to fall behind, especially when a young teacher who thinks that he is not as good as himself has made outstanding contributions or his teaching life has undergone major changes, there will be some emotional oscillations and emotional ups and downs.

3. Slow down the improvement of teachers' personality. In the initial stage, a few teachers have been caught in an unrealistic whirlpool for a long time and have been unable to enter the role of teachers. After several breaks, I eased some psychological conflicts and was finally named a lecturer. They think that they have achieved success, they can shift their interest center, be keen on family life and pin their hopes on their children. As for improving teachers' personality, we will take our time. For the purpose of life, why suffer so much, and the enterprising spirit will fade.

It can be concluded that proper psychological adjustment is very important to alleviate the psychological conflicts of young teachers, solve their psychological contradictions, improve their personality, and then improve their quality.