习近平主席在参观“复兴之路”展览时提出了中国梦，中国梦是每个中国人的梦，而每个农村孩子最大的梦想就是能接受良好的教育；但是农村教育的发展最终要通过农村教师来实施，为此，发展农村教育必须优先推进农村教师专业发展。农村初级中学历史教育作为农村教育的重要组成部分之一，不仅承担着通史教育的重任，而且在爱国主义情感教育、维护民族团结和祖国统一、青少年道德品质的培养等人文素质教育方面具有重要的作用和重大的意义。因此，通过对农村初级中学历史教师专业发展相关问题的研究，把握其专业发展的特点，分析制约其专业发展的相关因素，对促进农村初级中学历史教师专业发展有着十分重要的现实意义。从2001年开始实施历史新课程改革以来，对我国的农村初级中学历史教师的专业发展也提出了新的更高要求。近年来，江苏省的苏北农村初级中学历史教育已经得到了极大地提升和发展，但是同时也面临着不少现实的困境。解决这一问题的关键在于促进苏北农村初级中学历史教师的专业发展水平，积极探索一条适应当前义务教育形势、贴近苏北农村实际、适合初级中学历史教师专业发展的新路子。笔者深入苏北某县，对该县农村初级中学历史教育情况进行了实地调研。通过问卷调查、蹲点调研、访谈和听课等方式，揭示出当前苏北农村初级中学历史教师专业发展存在的内外部制约因素，并尝试提出了一些破解对策和建议。本研究共五个章节。第一章为绪论，简要概述了选题的背景、目的和研究思路及方法。第二章为历史教师专业发展的理论基础，解释了教师专业发展的定义和概念在此基础上，提出了初级中学历史教师专业发展的标准并且归纳得出初级中学历史教师专业发展的必要性。第三章为现状调查与分析，依照访谈及问卷的情况，对苏北农村初级中学历史教师专业发展的现状、制约性因素及意义等方面的情况进行描述、对比、分析。第四章主要分析了苏北农村初级中学历史教师专业发展的制约性因素，并从外部支持和内生发展两个方面论述了破解对策与建议。第五章为结束语，对本文研究的结果进行了概况总结。

As the top priority in achieving great process of the Chinese dream, rural education plays an important strategic role with its fundamental, guiding and global characteristcs; while the development of rural education will eventually have to be implemented through the rural teachers, therefore, the development of rural education must give priority to promoting the professional development of rural teachers. Rural junior high school history education in rural areas, as an important part of education, not only bears the task of the General History of education, and emotional education in patriotism, but also maintains national unity and reunification of the motherland. Furthermore, it plays a very important function on youth training and other moral Education. Therefore, to understand and explore the rural junior high school history teacher professional development and its related issues, grasping the rural junior high school history teacher professional development, analyzing affecting rural junior high school history teacher professional development constraining factors, and actively seeking to promote rural junior high school history teacher professional development approach has important practical significance.More than a decade of implementation of the new curriculum reform in the history later, the demands of China 's rural junior high school history teacher professional development gets more pressing. In recent years, although Jiangsu rural junior high school history education has been greatly improved in the development , it still faces many practical difficulties . The key to solve this problem is to promote professional development of rural junior high school history teacher in Northern part, and actively explore a compulsory adapt to the current situation , which is close to the Northern rural reality and suitable for junior high school history teacher professional development in new ways. The writer made a thorough filed survey of junior high school history education in rural areas of a certain county. Through questionnaires, months of research , interviews and lectures . The study reveals the current Northern part rural junior high school history teacher professional development with the external constraints , and tries to promote some countermeasures and suggestions .This study covers a total of five parts. The first part of the introduction outlines the research background , objectives and its ideas and methods. The second chapter is mainly about history teacher professional development theory , explaining the teacher specialization and professional development related to the difference between the two concepts and their contact ; On this basis , we propose a junior high history teacher professional development standards ; elaborating the necessity of a junior high school history teacher professional development .Chapter Three of Investigation and analysis of the situation is based on questionnaires and interviews. It emphasizes on the Northern rural junior high school history teacher professional development significance , status and restricting factors and other aspects of description , comparison and analysis .The fourth chapter analyzes mainly on the Northern rural junior high school history teacher professional development constraining factors. From the external support and inner self-development, it discusses two aspects of proposing development countermeasures and suggestions.Chapter V is the conclusion and outlook on results of this study. It casts the prospect of the future development of the efficient history class.