Dan Qu

This paper explores the professional development pathways for Chinese language teachers in high schools, emphasizing the importance of ongoing education and personal growth plans. It analyzes the influencing factors, including teaching philosophy, educational evaluation systems, and teachers' self-development plans. The current status and challenges faced by high school Chinese teachers in terms of professional knowledge, teaching abilities, educational research skills, and cultural horizons are discussed. The paper proposes a comprehensive framework for professional development, encompassing the transformation of educational concepts, improvement of evaluation systems, individual growth planning, active participation in lesson observations and reflections, engagement in micro-research projects, and continuous learning. Case studies illustrate both successful and unsuccessful instances of professional development, offering insights and recommendations for educational administrators, schools, and teachers themselves.

Chinese Language Teachers; Professional Development; High School Education; Teaching Philosophy; Continuous Learning

[1] Xie Yongyi. A Brief Discussion on the Professional Development of High School Chinese Language Teachers in the Context of Core Competencies [J]. Wenli Navigation, 2019, 0(25): 12-13. [2] Chen Xiaoling. Research on the Paths to Enhance the Professional Competence of High School Chinese Language Teachers in the Context of "Lixue" Classroom [J]. Chinese Loose-leaf Selections (for Teachers), 2024(4):187-189.

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