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本章介绍了本研究的背景和目的，并且还提供了这篇论文的框架。This chapter describes the background and the purpose of the present study, andalso provides the framework of this thesis.

1.1 Background of the Study
自20世纪60年代以来，由于经济危机和教育状况不佳，正常教育面临着巨大的挑战和压力，他们从来没有。社区关心教师的质量已经达到了前所未有的水平，并提出一些新的要求，教师资格和地位。 1966年，联合国教育，科学及文化组织（教科文组织）和国际劳动组织（ILO）提出了“教学应被视为一种职业”关于教师地位的建议。经过“教学和师资培训”的重点是为1963年世界教育年鉴的主题，“教师专业发展”的主题，再次在20世纪80年代，这表明，教师的问题已经备受关注。从此，召开了多次国际会议为教师的专业发展，发挥了积极的作用，深受站在教师专业发展的概念，并在实践中激发教师专业发展下。Since 1960s, because of the economic crisis and poor Education situation, thenormal education faced great challenges and pressure that they never have.Community concerned about the quality of teachers has reached an unprecedentedlevel and put forward some new demands on qualifications and status of teachers.In 1966, the United Nations Educational Scientific and Cultural Organization(UNESCO) and International Labor Organization (ILO) proposed that "teachingshould be regarded as a profession" in Recommendation Concerning the Status ofTeachers. After the "teaching and teacher training" was focused as the subject ofWorld Education Yearbook in 1963， the subject of "teacher professional development"was taken again in 1980s, which showed that teacher problem had been concernedgreatly. From then on, several international conferences were convened for teacherprofessional development, which had played a positive role in deeply understandingthe concepts of teacher professional development and stimulating the teachersprofessional development in practice.
20世纪80年代以后，随着经济和教育的发展，教师专业发展已经进入了一个新的阶段，“促进教师专业发展”，“提高教师的专业地位”已成为关注的焦点。世界。在教育领域的越来越多的人开始认识到，教师是教育改革的关键因素。例如在美国，在1980年，一篇“救命！教师不能教！”由“时代”杂志发表，反映了越来越多的关注，教师的条件。然后，一个危险的国家：教育改革势在必行，出版由全国委员会，一些像福尔摩斯集团，卡内基论坛和文艺复兴时期的集团群体调查和发表了大量的论文和报告（如明天的教师;à国家准备：教师对于21世纪）为提高教师的专业发展。在20世纪90年代中期，福尔摩斯集团发表了一系列报告，强烈呼吁提高教师的专业声誉和两个方面提出了一些建议，帮助教师专业发展。他们建议，教师教育不是一个简单的，一次性培训活动的时间限制，但是终身的，可持续的过程，促进和更新教师“在职专业发展的研究强调。After 1980s， with the development of economy and education, teacherprofessional development has entered a new phase, "promote teacher professionaldevelopment ", "improve teacher professional status" has become the focus in theworld. An increasing number of people in the field of education were starting torealize that teachers are the key factor in the educational reform. In America forexample, in 1980, an article "Help! Teachers can't Teach!" which was published bytime magazine reflected growing concern over the condition of teachers. And then, ANation at Risk: The Imperative For Educational Reform was published by NationalCommission, some groups like Holmes Group, Carnegie Forum and RenaissanceGroup investigated and published lots of papers and reports (such as Tomorrow'sTeachers; A Nation Prepared: Teachers For the 21th Century) for enhancing teachersprofessional development. In the mid of 1990s, Holmes Group published a series ofreports, which strongly urged to improve teachers' professional reputation and also putforward a number of proposals to help teachers professional development. Theyrecommended teacher education is not a simple, one-time training activity by timeconstraints, but a lifelong, sustainable process and the promotion and updates forteachers' in-service professional development was emphasized in research.
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