The scientific publications in 2001 have been analyzed , that are collected by a well known science information database science citation index , where the first authors or correspondence authors are from peking university . the resent status of scientific publication in the university is presented , i . e . the main source of the authors professors , post doctors , students , the types of publications and the main journals . the analysis shows that with the increasing of the number of publications per year from peking university , the number of high quality papers is increasing steadily . in 2001 , the number of papers with impact factors higher than 3 . 0 reaches 145 . some problems in scientific publication are presented , suggestions are given on the improvement of scientific publication in this article 2001年以北京大学为第一作者单位被sci扩展版收录的论文1240篇，居高校首位。分析表明，北京大学的科研论文在数量在稳步增加的同时，高水平论文数量明显增加，影响因子超过3 . 0的论文达145篇，总平均影响因子为1 . 3 。在职教师和博士生是发表论文的主体，博士后是人均发表论文最多的群体。
In order to realize the teacher professionalization , they have taken some effective measures of reform , not only in the stages of pre - service teacher preparation , induction teacher education , in - service teacher education , but also in the quality assurance system and outside supports system 通过研究发现，推进教师专业化发展是个复杂、全面的过程，不仅需要从教师教育内部进行改革，即对职前教师教育、入职教师教育和在职教师教育阶段进行重大改革，使教师教育逐渐规范化；而且必须完善教师质量保证机制、提供有效的外部支持系统。
In the part of conclusion , the paper put forwards some effective suggestions for the teacher ' s professional development : the teachers at their posts should promote their quality in the field of educational theory , enforce their study idea during the daily teaching practice and become the active and conscious researchers . teachers in elementary and secondary schools should study by way of case - study and behavior - study which are different from the way that other professional researchers have ever done . the form of the achievements of the teacher ' s professional development should also be varied 在研究结论部分，本文提出一些促进教师专业发展的现实建议：在职教师应主动提升自己的教育教学理论素养，增强日常教学中的研究意识，在工作中成为积极和自觉的研究者；中小学教师在研究对象和研究方法方面，应有别于专业理论研究者，可以采取行动研究和个案研究的方式；教师专业发展的成果形式也应多元化；同时，学校和社会应为教师专业发展营造更为宽松和积极的环境。
The rationale of the present study comes from constructivism , clt , and reflective teaching . the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests . in a constructivist approach , a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way 作者对在职教师继续教育的研究根植于建构主义，交际语言教学论和反思性教育理论，其核心理念是：学习是学习者根据个人兴趣与需求在原有知识经验的基础上主动建构新知识的过程，教师教育者应充分利用教师的已有经验和教学实际均衡发展，不断引导他们进行学习与教学的反思，培养教师自主。
