Teacher Development: From essential preset to action generation

As my country has entered a stage of high -quality development, the education development of the new era has shown the transformation from "quality" to "high quality". After years of unremitting efforts, my country has achieved great achievements in the construction of teachers and promoting the professional development of teachers, and the professional literacy of teachers has been greatly improved. However, at the same time, the current development of teachers still has imbalance and inadequate phenomena. Its professional literacy and ability structure cannot meet the needs of the majority of educated people. Essence To this end, the concept of teachers' development needs to complete the time from the era of "essential presets" to "action generation", and pay attention to the important value of the actions in the teacher's profession, the improvement of happiness and creativity.

The so -called "essential preset" teacher development concept refers to the essence of a constant and constant teacher. Under this regulation, the excellent literacy and characteristics of the teacher's development of the development of the teacher's development are a series of professional indicators. By establishing professional standards, the above indicators are "passed" to teachers and new teachers to train qualified and excellent teachers, and this is a one -time and completely effective activity. As far as the establishment of teachers' professional identity, its huge contribution and progress are beyond doubt. However, from the perspective of the complete development of teachers as a complete person, this concept emphasizes the value of the tool value of teachers "educating people", and ignores the key issue of the teacher's life and education quality. The value of "self -adults" and "selfishness" of teachers 'development have been broken, and the real needs of teachers' development in specific situations are ignored. The serious consequence of this is the side of the teacher's development subject, and the development of teachers is completely reduced to the process that can be carried out step by step according to professional and technical standards. In this regard, teachers' research should return to the real actions that can fully show the existence of human existence, deeply reveal the logical relationship between the action and the development of the teacher, and promote the return of teachers to return to the origin.

First of all, the development of teachers who are generated by action fully respects the development of people. In the philosophy of action, action is the fundamental way of existence. People continue to show and open their own existence to the outside world through action, and continue to realize and develop themselves in action. In the development of action theory, political philosopher Hannah Allen's theory of action provides us with new revelation for us to understand the development of teachers. In its field of vision, action is the only intermediary that does not need objects and has a face -to -face and discourse communication method. It has the ability to start new and can tolerate heterogeneity. Essence Logically, the development of teachers is first of all the development of human development, which means that the development of teachers who move to action must first clarify the concept of "whole person". The full development of people. Under the previous mention, the value of the development of teachers, that is, the value of "self and adults" is unified. Through the specific "being" and "doing things", it will be included in the communication and conversation with other people into the industry. In the network of social relations, and continuously enriching its own social relationships through action has become the key to the development of teachers. This is a process of walking into the process of mutual communication and building trust and ethical commitments through in -depth dialogue communication. Teachers need to have the ability to listen, empathy and understanding, and use superb communication and communication skills to wake up and stimulate the initiative of students' life growth. Sex, continuously enhanced self -development in the mutual force of life and the gain of professional dignity.

Secondly, the development of teachers' development of teachers can ensure the fact that the teacher's development is the main identity. In Aren's view, the action has the ability to start new, and the process of the result has made it "birth". The specific manifestation is that we can cut ourselves into the human world with words and actions. This kind of cutting is like a second birth. Among them, we personally confirm and bear the original naked facts. In action, a new thing appeared, and it could not predict what happened before. This is the essence of the beginning. The fact that a person can act means that he can always look forward to things that he never expected, and he can complete the impossible task. The reason why this is possible is because everyone is unique, and everyone's birth brings unique things to the world. The beginning of the operation of the operation and the high degree of birth reflect the subjective position of human existence and the uniqueness of individual existence. For teachers, if the establishment of the main identity of the facts is the inherent motivation of its development, then action is its basic way. The fact that the facts of the teacher's development are the main identity and autonomous consciousness. During the action, the other is being established at the same time as others (including students, colleagues, and other persons related to their own education and teaching). Education advocates, educational concepts, and educational experience have been spread, and they have obtained the opportunity to update and improve their views on the basis of listening and absorbing others. This shows that the establishment of the fact that teachers' development of facts are not relying on the "given" by the strict professional system design, but to be obtained with autonomy in their actions.

Again, action is the key to teachers' excellent development. The inherent driving force for the development of excellence is the purpose of teachers to continue to move towards excellence. The unrealistic preset and multiple possibilities of people's own development means that no development model is generally applicable to everyone. As a result, in the process of continuously emerging, realizing, and starting new capabilities, it can be capable Meet the needs of diversified development of heterogeneous individuals. Similarly, it is the heterogeneity and diversity of the subject of action that makes it a basic way to express self -expression and consensus between the subject. Human nature can gradually move towards excellence in the public space formed. The excellent development of teachers has also been gradually realized in action. Teachers who lack operations may achieve the goal requirements of development based on certain professional standards, but whether this teacher development can fully show the teacher's professional characteristics and promote the teacher's own direction to excellence. It is a question to be discussed. Facing the new requirements of high -quality development of education, strong life awareness, superb communication ability, strong humanistic feelings and excellent practical wisdom, etc., constitute the main requirements of excellent teachers at the stage of high -quality development. Obviously, the quality of the above -mentioned excellent teachers cannot be fully based on the professional design "to teach" non -excellent teachers. It is inseparable from the actions of teachers in public space. Only through action, that is, extensive and in -depth communication and dialogue with different subjects, the development of teachers' consciousness, autonomy, communication ability, and practical wisdom can be developed. Finally, action is the basic way for teachers to deal with education change. Teachers 'actions have prompted education, and education changes constitute the background of teachers' development. The non -presets of education change determine the fundamental way to deal with new capabilities to become a teacher to respond to new problems. It is also the inherent basis that teachers can surpass mediocrity, homogeneity and technicalization. With the continuous emergence of new problems and new situations in education reform, how can teachers involved in it accurately grasped and identify new problems and needs in education reform, and through reconstruction capabilities It is possible to make outstanding teachers a "novice" teacher again. Similarly, the new educational practice form that appears in education changes urgently requires teachers to form a new corresponding professional literacy and ability structure, and in the process of dealing with the new issue of education reform, their awareness and practice of education are very well in the process of education. To largely surpass the situation that depends on personal experience. In the wisdom practice of new problems in the transformation of educational transformation, their keen grasp and reflection solution to education practice issues indicate a new appearance of a new educational practice form with theoretical quality and further promoting the change of educational change occur. In the process, the new professional characteristics and quality, new image and development path of teachers should become an organic component of the current research and discussing the development of teachers with the development path, and the development path. Therefore, if it is said that how to confirm and eager to change, re -construct and obtain ability is the situation that teachers are facing, then the introduction of education changes and actions into teachers 'development is designed to deeply illustrate the transformation and new new education experience of teachers' inherent and skilled educational experiences for their own inherent and skilled educational experience. The continuous accumulation of educational experience and the continuous interaction of the old and new experience are realized in the witty actions of the transformation of educational reform, and then the development of teachers who can generate the development of teachers with action can break through the logic of professional development of teachers in the past. This shows that only by the activist, participants, and promoters who regard teachers as education changes, can teachers can get rid of the unreasonable force of external irrational forces and become truly autonomous and conscious developers based on the action.

In short, teachers research at the stage of high -quality development of education needs to adhere to the development position of the teacher's development is the complete development position of the person. Through the in -depth mining and fully disclosure of the connotation of the action, the teacher development concept generated by the teacher -generated teachers surpasses the teacher majors who have previous essential presets in the past. The logic of development is to promote the high -quality development of teachers to better cope with new challenges at the stage of high -quality education.

(This article is the Gansu Provincial Social Science Planning Project "Research on High -quality Development Strategy of Education in Gansu Province Rural School Education in Gansu Province" (2021QN012) in the Background of Gansu Province

(Author unit: School of Education, Northwest Normal University)

Source: China Social Science Network-Journal of Social Sciences of China

Author: Qu Yan

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