On the hypothesis that teachers who develop well can figure out the factors which influence teacher professionaldevelopment much more accurately than others, this research make advantage of internet to investigate 132 teachers entitled senior - teacher - of - secondary - schools, with relevant questions about activities of teacher professional development now. There are four results from investigation as following： firstly, teachers rate the activities of school - based research on instruction low even the frequency of these typical activities is high. Secondly, when we stress the importance of typical activities of school - based research on instruction, at the same time, the effects of non - typical activities participated by teacher self - study or knowledge input from outside the campus have been ignored. Thirdly, teachers speak highly of two kinds of activities, taking lectures given by experts and working on research projects. Fourthly, it is an embarrassing phenomenon that primary school teachers are more willing to participate in professional development activities than secondary school teachers, which means teachers who need expertise and technique support most have fewest enthusiasm for these activities.