But it is quite obvious that neither of the models applied dividedly to china is the most suitable to the current situation of china . moreover , the advanced school - based training model for teachers " professional development being practiced in the developed country is not right to be applied to china , for teachers " professional development in china is just at the beginning stage , and blindly bringing in the advanced model to china will surely violate the evaluative law and will not work in the developmental course 但我国教师专业发展无论是“外控”式还是“内控”式的发展模式，都是一相情愿的单边行动，对教师专业发展没有形成合力；况且“内控”式的校本培训模式是发达国家教师专业发展的高级模式，我国教师专业发展起步较晚，国情、校情有所不同，一步到位必然违背发展规律，导致教师专业发展出现“瓶颈”现象。
The major findings of the study were as follows : ( 1 ) for the teachers ' high expectation group , the internal control group had a higher score on a self - concept test and an achievement motivation questionnaire than external control group . ( 2 ) for the teachers ' low expectation group , the internal control group scored higher on a self - concept test than the external group , but there was no significant difference between two groups on an achievement motivation questionnaire 收集的资料经使用智力为共变数进行单因子共变数分析，获得如下的结果： ( 1 )在高期望组中，内控学生无论是自我观念或成就动机均高于外控学生； ( 2 )在低期望组中，内控学生的自我观念高于外控学生，但成就动机的差异并未达到显著水准。
Meanwhile , in the text we also review the developmental course of teachers " profession in china . according to the place in which teachers " professional learning activities took place , teachers " professional development is classified into two models : one is outside - school - controlled model and the other is inside - school - controlled model 在此基础上，回顾了我国教师专业发展的历程，以教师专业发展活动是否发生在学校为界，把教师专业发展归类为“外控”式和“内控”式的两种发展模式。
Thus , the double - leading model which has been put forward as a transitional one in this text attempts to fill up the gap between the outside - school - controlled model and the inside - school - controlled model , trying to lead teachers " professional development of china forward smoothly . in addition , the new model enhances the professional leading sense of the school and the government in order to guarantee teachers " professional development and the quality - oriented education 为此，本文提出了以学校为中心的“双主导”教师专业发展模式，作为校本培训的过渡或补充模式，企图填补从“外控”模式过渡到“内控”之间所出现的“真空” ，使目前走向十字路口的教师专业发展有个软着落，改变以往单边发展的局面，从而合力推进教师专业发展。
