教师专业发展是指在教育教学实践中,促成教师确立“教师即研究者”的观念,提供反思、提倡研究,努力使学校合格型、经验型教师发展为反思型,研究型教师。课题组结合学校自身发展规划,结合学校教师队伍整体素质不高、骨干教师特别是专家型教师不足,老教师大多为经验型教师,教师科与研严重脱节,青年教师成长慢,学科活动仍处浅层次,以及学校管理制度滞后等问题,主要从学校管理、学科发展与教师个人发展这三个层 Professional development of teachers refers to the concept of “teacher is researcher ” established in the practice of education and teaching, which provides reflection, advocates research and strives to make qualified and experienced teachers in schools become reflective and research teachers. The subject group combined with the school’s own development plan, combined with the overall quality of teachers in the school is not high, the lack of key teachers, especially the expert teachers, the old teachers are mostly experienced teachers, the teachers are severely out of line with the research, the young teachers grow slowly, Shallow level, as well as the school management system lags behind and other issues, mainly from the school management, discipline development and teacher personal development of these three layers