Paper Keywords professional development of primary and secondary school teachers, skills teaching, reflective software action research, school-based research

? Under the background of the new curriculum reform, the professional development of teachers is an urgent problem that every teacher faces. The strategies of teachers' professional development include persisting in teaching reflection, improving educational technology ability, using social software to accumulate and communicate, and actively carrying out action research and school-based research.

? The new curriculum reform is not only a curriculum reform, but also requires teachers to become participants, constructors, developers, practitioners, introspectives and researchers of the new curriculum, not just executors of the new curriculum. Under the background of new curriculum reform, how will teachers adapt to the needs of curriculum reform? Professional development is the inevitable choice for teachers. Teachers' personal professional development refers to the growth process that teachers acquire professional knowledge and skills in education through lifelong professional training, implement professional autonomy, show professionalism, gradually improve teaching quality, and become an excellent education professional. Ordinary people? Grow into one? Educator? The development process of. So, how do primary and secondary school teachers achieve professional development?

? First of all, teaching reflection is the core driving force of teachers' professional development.

? Teaching reflection is a process in which teachers take their own professional activities as the object of thinking, and examine and analyze their own behaviors and the resulting results. Teachers' self-reflection is considered to be the core factor of teachers' professional development and self-growth. Experience+reflection = growth. Educator Suhomlinski once said: The educational diaries, essays and records written by every teacher are the source of thinking and creation, and are priceless? .

? The new round of curriculum reform advocates that teachers insist on teaching reflection, become reflective practitioners, improve teachers' professional quality and enhance their ability to further interpret and implement the new curriculum. The new round of curriculum reform is not only the reform of the content, system, structure and method of curriculum and teaching materials, but also the reform of teachers. Teachers should not simply and passively explain and implement the new curriculum, but actively participate in its construction and development. The classroom should not be a simple laboratory for curriculum reform, but an open experimental system for education and teaching reform. This requires teachers to enter the classroom teaching practice as researchers, fully study and understand the spirit of the new curriculum, give full play to their subjective initiative as direct teachers, and become constant thinkers in their teaching practice? A practitioner of reflection? In the process of continuous reflection on practice, my professional consciousness, professional knowledge and professional ability have been improved and surpassed.

? Second, educational technology is the wing of teachers' professional development.

? In recent years, with the experiment and popularization of basic education curriculum reform in China, the popularization of information technology in primary and secondary education and the comprehensive promotion of quality education, traditional teaching methods and means have been severely challenged. The practice of educational informatization proves that modern educational technology with information technology as the core plays an irreplaceable role in improving teaching and improving teaching efficiency. It can be seen that improving teachers' educational technology ability is an important aspect to promote teachers' professional development.

? Educational and teaching ability mainly refers to teachers' teaching ability, which is produced by teachers internalizing the theoretical knowledge and technology of educational science into their own applied knowledge and skills in teaching practice. It is not a direct application and transition from theory to practice, nor a passive acceptance of ready-made teaching theory, knowledge and technology, but a teacher's perception of the teaching scene. In the actual teaching situation, the discovery, observation, analysis and solution of complex and specific practical problems are obtained through repeated understanding, reflection and research. It is not enough for a teacher to have literacy and subject teaching knowledge now. He must also master certain teaching methods and educational technology. Through these methods and means, advanced educational ideas and teaching contents are put into practice in the process of education and teaching. Therefore, the application ability of educational technology plays an important role in the overall professional quality of teachers, plays a very important role in carrying out high-quality education and teaching activities, and is one of the basic conditions for promoting educational informationization and implementing quality education.

? Third, social software provides a good communication platform for teachers' professional development.

? Educational narrative is a description of valuable educational events and practical teaching activities in teachers' daily education and teaching; Its remarkable feature is that teachers discover the hidden knowledge behind their educational behaviors and activities by describing real educational stories, and reveal its hidden value and significance in the process of pouring out their inner voices. In the process of teachers' professional development, the knowledge, skills, beliefs, attitudes and value system that teachers feel but are difficult to express, that is, teachers' tacit knowledge, plays a very important role in teachers' daily educational and teaching behavior and professional development. For a long time, this kind of tacit knowledge can only be used by teachers, or only a few people? Apprentice? Perception.

? The application mode of the Internet started from tradition? Man-machine dialogue? Gradually become? Dialogue between people? . In the past, personal software mainly allowed machines to complete document processing or obtain information, such as office software, ERP software, browsers and so on. The function of sex software is mainly to realize the dialogue between people (not between people and machines) in the network. Social software provides a platform for communication and interaction between people, and at the same time realizes knowledge accumulation, sharing, communication and cooperation between people. Social software can be divided into three generations: the first generation is mainly some tools, such as email, QQ and so on. And the second generation is mainly some knowledge tools, such as blogs and Wiki. The third generation social software is mainly some collaborative tools, such as collaborative workspace, expert management software, social networking tools, near-field tools and so on.

? Social software provides a good platform for teachers to describe and communicate, and it is an excellent carrier for teachers to reflect on themselves and learn from each other. Social software such as blogs and Wiki can be used to record teachers' inspiration at any time. When inspiration is recorded, unstable and immature ideas become organized and systematic, and tacit knowledge develops into explicit knowledge for peer exchange and discussion. This process is the process of teachers' tacit knowledge becoming explicit. These narratives and reflections can also be visited, followed and formed by others? Special communication space? . Visitors who are very congenial can also become QQ friends and communicate with teachers who write these educational narratives and reflections.

? Fourthly, action research and school-based research are effective strategies for teachers' professional development.

? Action research is an educational research method, which means that teachers study their own practice process in the process of educational practice and combine it with practice. It is more suitable for primary and secondary school teachers working in the educational reality scene, conforms to primary and secondary school education research, is conducive to changing the professional image of primary and secondary school teachers, improving their educational research literacy, promoting their professional development, and is of great significance to improving the quality of primary and secondary school education and teaching. The purpose of action research is not to build a theoretical system of education, but to emphasize the combination of theory and practice, and the close combination of individual or group teachers and experts or professional groups. The research tasks undertaken by teachers are directly related to teachers' teaching behavior. Teachers do not passively implement the teaching plan provided by experts, but evaluate and modify the plan in the process of trying and thinking, and form a cooperative relationship with experts. Experts are more responsible for guiding ideas, while teachers pay more attention to the feasibility of practice. Finally, under the guidance of advanced teaching concepts, a teaching reform scheme that meets the actual needs of teaching is obtained.

? Any teaching reform behavior should be finally implemented in the classroom, which needs teachers to complete. Without the research results of teachers, it is difficult to see how to improve teaching or how to conform to the curriculum planning. If teaching is to be greatly improved, it is necessary to form a research method that is acceptable to teachers and helpful to teaching? School-based research. School-based research is a teaching research activity with teachers as the research subject, aiming at solving various specific problems faced by teachers in the process of curriculum implementation, and involving professional theorists. In the process of carrying out school-based research activities, as the most basic unit of curriculum reform and implementation, the most important thing is to make full use of the characteristics and resources of the school and pay attention to three combinations of school-based research with the support of higher-level teaching and research departments: first, the combination with classroom teaching reform and teaching innovation; Second, it is combined with improving the quality of education and teaching; Third, it is combined with improving the overall quality of teachers. On the other hand, teachers should fully understand the spirit of the new curriculum reform and the intention of experts, actively implement the implementation plan of the new curriculum, think about its rationality and put forward suggestions for revision.

? What experience do you have in teaching practice and daily activities? Teaching reflection? Sometimes it's piecemeal, not systematic, only through teachers? Get rid of the rough and the fine, get rid of the false and keep the true? Only through thinking and processing can we form a systematic and rational understanding, and the subject is only an effective carrier of teaching, research and scientific research. Teachers should base themselves on the classroom and actively participate in research, practice, research and integration from teaching practice. Schools should actively create a relaxed academic atmosphere for teachers, protect and respect teachers' enthusiasm and creativity in teaching research, enhance teachers' professional self-confidence, fully affirm and recognize teachers' research achievements, encourage teachers to be bold and innovative, guide teachers to take unique classes, write innovative research papers, form their own unique teaching style, and embark on their own professional development path. As far as schools are concerned, topics can also be used as a carrier to enhance the professional taste of school-based research.

? The significance of school-based research to teachers' professional development lies in the following aspects: firstly, the development of school-based research urges teachers to constantly study educational and teaching theories and widely read professional books and related documents. This objectively expands teachers' theoretical knowledge, enhances teachers' ability to collect, analyze and process literature information, and improves teachers' theoretical level of education and teaching. Second, school-based research can enhance teachers' scientific research awareness and ability. Many teachers realize that relying solely on experience can no longer meet the requirements of the times. ? Teachers are researchers. Are teachers who have no research ability unqualified? Has become a * * * knowledge. If teachers can take scientific research as the driving force and actively explore in the process of teaching reform and teaching innovation, they will certainly achieve certain results and stand out in various teaching competitions, excellent class evaluation and excellent selection. Practice has proved that school-based research can promote the integration of teachers' teaching and scientific research, make teachers move from experience to research, and make teachers' teaching career have professional and sustainable development space. Third, school-based research can promote the growth of teachers. In the process of carrying out school-based research, teachers firmly grasp the quality view from scientific research, take teaching practice as the object of observation and thinking, analyze it from different angles, and then summarize it from a theoretical height to explain the essence of teaching and further guide their teaching practice. By constantly? Practice? You know? Practice again? In this process, we have gradually explored many innovative and effective teaching models? Teachers have grown up.

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