人文社会教师专业发展的问题与对策

在专职数量不足、学历基本达标、教学积极性较低的中小学人文社会教师队伍中，表现出具有科学的教育教学理念、缺乏专业崇高感与乐业感、专业知识的分类陌生与储备不均、专业能力整体发展较好、具有一定专业智慧等特征，但也存在人文社会教师专业发展不受重视、理念与实践脱节、专业精神低迷、本体性知识不足、教研能力欠缺、专业变革智慧不足等问题。导致这些问题的原因是人文社会科地位弧落、教师教育经历缺憾、学科教研实践欠缺、学科教改要求较高等方面。对此，应从以下方面促进人文社会教师专业发展：以提高学科课程地位为基础，激发教师专业发展的动力；采取多种教师培训途径，加强专职教师队伍建设；以本体性知识掌握为主，全面完善专业知识；以校本研究为平台，促进教研方法的掌握；以变革专业智慧为核心，全面提高教师专业智慧。

Study on Teachers' Profession Development of Humanity and Society Science

The body of teachers in humanities and social science in Chinese primary and secondary schools suffer from the problems of not being sufficient in number of full - time faculty, narrowly qualified education background and low morality. The teachers share the characteristics of having scientific concept of education and teaching, lacking the sense of honor and happiness of teaching, being unfamiliar with and an uneven repertoire of professional knowledge, good professional development as a whole and having decent amount of professional Intelligence, etc. They also face many difficulties including neglect of teacher development of humanities and social science faculty, difference between concepts and practice, insufficient mastery of ontology knowledge and lacking sense to renew professional knowledge etc. All of these are result from low status of the humanities and social subjects, insufficient teaching experience, not enough teachingresearch and over -requirement of teaching reform. Considering all the related factors, to promote professional development of humanities and social science faculty, great efforts should be made in the following aspects of stimulating the morale of teachers on the basis of raising the status of the subjects, giving more professional training from more channels, making professional knowledge more complete with emphasis on ontology knowledge, promoting mastery of teaching research methods with their own school as a base, and wholly strengthening the professional intelligence of teachers with renewing prolessional intelligence as the core.