Some people say that human nature is human existence, vitality, sociality and spirituality, which determines human life instinct, social identity instinct, self-identity instinct and liberation instinct, thus corresponding to human life goals are health, success (social identity), happiness (self-identity) and wisdom. Therefore, any behavior of any normal person serves his own purpose. People are self-centered, and regard everything in the world as the object opposite to the subject self. The meaning and value of the object are endowed by the subject's self. On the one hand, people are full of vitality and creativity, seeking self-affirmation-the satisfaction of self-needs and the realization of self-value. On the other hand, people always yearn for comfort, and when there is no external environmental pressure, they will be satisfied with the benefits of flesh and blood and alienated into a kind of self-denial. He will indulge himself because of laziness, not give full play to his subjective initiative, and seek greater and longer-term interests for himself, thus affirming himself to the maximum extent. The reason for this is that there are conditions and circumstances that can make him lazy; It is also because his efforts and hard work can not bring any satisfaction to his interests and desires, and his activities only serve others without reward; Or because he is not a person with independent interests and full responsibility. Then, he may do something he shouldn't do. He won't suffer more or less than what he shouldn't do.
Then, can we find the endogenous motivation of teachers' professional development through grasping and applying human nature? Being a teacher means being a good teacher, which should be everyone's own needs. In other words, the endogenous motivation of teachers' professional development should be teachers' sense of professional accomplishment and professional efficacy, that is, each teacher's achievement motivation and self-realization motivation as a "person". It can be said that when teachers have a strong sense of self-achievement and self-efficacy, their professional development goals will be gradually pushed up, and the endogenous motivation of their professional development will become stronger and stronger.
Any change in teachers' professional behavior comes from individual will, willingness, automation and autonomy, and no force can directly change teachers' self-choice and self-action. However, teachers live in an educational environment and are influenced and inspired by it. The continuous positive feedback of educational environment on teachers' professional development achievements will undoubtedly become the external driving force of teachers' professional development. Of course, teachers' own professional knowledge reserve and understanding ability, teachers' value position and professional level, teachers' professional practical experience, teachers' ability to understand students' empathy, teachers' ideals, beliefs, interests, courage, confidence and innovation will eventually lead to the transformation from external forces to internal forces, and the endogenous motivation of teachers' professional development may be greatly enhanced, and the prospects for teachers' professional development will be brighter day by day.
So what should schools do? It should be a pioneering idea to give full play to teachers' specialties, publicize teachers' personality, amplify teachers' achievements and encourage teachers to make progress in time. There are also organizational changes and institutional changes on the supply side, increasing the composition and weight of encouragement and reward, and giving play to the positive guiding function of the system. Then it should be driven by teaching and research, growth = experience+reflection, critical thinking about the main behavior of self, affirmation or negation, strengthening or correction, constant questioning and pursuit, and constantly improving teaching efficiency. Because the key to teachers' professional development lies in learning, it is necessary to create a learning "field": order newspapers and monographs, update information equipment, and create conditions for teachers to accept new information; Carry out study salons and academic exchanges to build a platform for teachers to export their learning experience; Reward learning behavior, solidify learning achievements, and establish a learning identification and evaluation system.
In fact, as mentioned above, we are already doing it. The most likely reason is that our school is confined to a corner, and everyone is sitting in the well watching the sky, feeling bored, thinking cramped, and even losing the imagination of teachers' professional development, and I don't know what they look like to truly professional teachers. Therefore, what I yearn for most is to let teachers go out and go into places with developed economy, society, science and technology, culture and ecology, free trade zones, production workshops, community streets, universities, scientific research institutions, theaters, museums, cultural relics, natural parks, places where the young and the old are poor, famous schools, famous teachers and experts, and see the education in the United States, Britain, Israel, Finland and Singapore. (18.05438+0.07 "Education")