As far as teachers' professional development is concerned, educational research is not a simple traction, but an input to awaken teachers' professional consciousness and inner feelings. It has realized a professional lifestyle, which is a kind of "dripping water wears away the stone". As a teacher, his work is a process of continuous research, continuous reflection and continuous improvement. However, this behavior is covered by many appearances and becomes an unconscious and aimless action. What we have to do now is how to click on the link, so as to awaken this consciousness and emotion and make it a conscious and perceptual behavior. As a kind of school education research, it permeates teachers' daily teaching work and needs teachers to capture, deactivate and comprehend, thus "making teaching practice have more research elements".

Keywords:: professional development of educational and scientific research teachers

First, understand teachers' professional knowledge and professional development.

Teachers' occupation is to educate professional knowledge first. Professional knowledge of education is a kind of practical knowledge, which cannot be really understood only by the teaching in normal schools and the later teacher training. The key is long-term educational practice. Through specific cases in practice, and through one's own experience, perception, thinking, summary and eclecticism, one finally forms one's own educational professional knowledge, which is called "applying what one has learned".

Second, teach professional knowledge. This is the unique professional knowledge and skills of teachers engaged in subject teaching. This is the synthesis of teaching ability, class management ability, educational technology application ability, educational research ability and creativity. Only with this ability can we provide quality services for students. On the one hand, the strength of professional ability depends on the basis of professional knowledge, and on the other hand, it is the experience accumulated by teachers in their own subject fields and teaching career after a long period of tumbling. In the whole teaching activity, the professional level of teachers undoubtedly affects students' ability to think, ask, analyze and solve problems. Obviously, teachers can only become real experts in the teaching process if they have profound teaching professional knowledge, otherwise the teaching effect will be seriously affected. Makarenko, an educator in the former Soviet Union, thinks that students can forgive the teacher's rigidity and even find faults, but they can't forgive his ignorance, which also shows the importance of teachers' teaching expertise.

The third is professional quality. Teachers are books that students read every day. Although it is difficult to define its professional quality, as the driving force of teachers' professional development, it shows that the basic attitude towards education, students and self-development is clear. Every student wants to have a harmonious learning environment and a good learning mentality, and the creation of this environment and mentality is too important for students. In a sense, the life and fate of students are in the hands of teachers. As a teacher, you are both a strict teacher and a teacher, and you should pay attention to the long-term development of students; As teachers, we should understand the characteristics of students and their bright spots, praise their good performance, tap their potential and vitality in life, care about their living environment and inner feelings, understand their confusion and sadness, tolerate their mistakes and defects, understand their different situations, respect their personality, care about their dignity in life, guide them forward, and implement education full of humanity so that every student can understand the value of being a human being. Teachers' duty lies in "imparting and accepting knowledge, opening up wisdom, enlightening or nourishing life". Teachers can no longer take simple knowledge transfer as the main task of teaching, but should pay attention to the establishment of students' emotions, attitudes and values, as well as flexible knowledge transfer and positive emotional experience.

The fourth is to improve the professional development of teachers. "Learning is the best investment" and "learning is a kind of welfare". We should face up to this learning culture as the first resource for teachers' professional development and prepare to cherish it, refine it and manage it. Only when the teachers' profession develops can the school develop; With the development of the school, teachers can achieve themselves and students. Of course, teachers' professional development is a long-term accumulation process, which requires some efforts.

Second, the relationship between research and teaching

Teachers' work, study and research should be combined. Because we can find and solve practical problems in the research, and then improve the efficiency of education, on this basis, we can get some valuable results. Obviously, what is sown is the seed of research, and what is harvested is advanced ideas and educational wisdom. At the same time, participating in research is a way of teachers' professional development. Because scientific research can change people's thinking and cultivate smart teachers. Education and scientific research are like the wings of an airplane. A plane without wings can run, but it can't take off. Similarly, a teacher profession without the support of education and scientific research can survive, but it can't develop, let alone become a famous teacher.

Third, design a reasonable career development path for yourself.

Teachers can find the breakthrough point of their professional development from their own work characteristics. First of all, teachers' work has individuality and independent experience. Secondly, it has the ability to develop by constantly gaining experience and accumulating experience. Thirdly, it is to optimize professional knowledge in practice. Based on the characteristics of teachers' work, the paths of teachers' professional development are: first. Intervention in one's own learning behavior emphasizes the transferability and demonstration of professional learning. Of course, this kind of learning is a kind of generative knowledge, not just a simple transmission. Secondly, since teachers have a brand-new knowledge and understanding of their professional development, they should strive to expand the space-time dimension of professional learning in order to improve their actions and accumulate experience reasonably after learning.

Third, teachers' professional study is like climbing a mountain. Its purpose is not only to climb to the top of the mountain, but also to appreciate and feel the scenery along the way. Therefore, teachers should directly participate in the experience, and strive to optimize and develop themselves in learning and teaching practice.

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