A Study On The Reform Of Teaching And Research Group's Professional Autonomy

The primary and secondary school teaching and research group was born in the 1950 s,which is a unique existence of "rare in the world,China's unique" advantage.However,its innate administrative color,along with the deepening of education reform and opening up,especially the advancement of basic education curriculum reform in the new century,has revealed many problems and is facing many challenges.The new curriculum reform has made teachers a participant in curriculum development,an actor in teaching reform,and a witness to school-based teaching and research.At the same time,it also puts forward transforming requirements for the current paradigm of teacher training and development,that is,from the "skilled person" paradigm to the "reflective practitioner" paradigm,which will undoubtedly bring new opportunities for the independent development of teachers' profession.As a grass-roots organization that condenses teachers' teaching reform and research,the primary and secondary school teaching and research group is of great significance in the normal development of the teacher profession.However,from the current practice,the "administrative features" of the school teaching and research group in most places is still strong,and there is no substantive cooperation among the members of the teaching and research group.Its professional autonomy has not been truly confirmed,and it has also affected the teaching and research group in the practice of curriculum and teaching reform.In response to the above problems,this paper focuses on the theme of "how the teaching and research group promotes the professional and independent development of teachers and individuals in the practice of teaching reform",using methods including literature research,participatory observation,individual interviews and case studies to study a research group or a case collection school in a middle school and a secondary school in northern Henan,Shanghai and Jiangsu,and focus on the professional autonomy of the teaching and research group,the actual state of the reform practice,various factors affecting the professional autonomy of the teaching and research group,and the ways and strategies to enhance the professional autonomyof the teaching and research group.The following conclusions are drawn:Since its birth,the teaching and research group of primary and secondary schools in China has gone through three stages: initial appearance,rectifying chaos and starting a new life.With the challenge and support of the new curriculum reform,primary and secondary school teaching and research groups increasingly need to be clearly defined as a professional organization for teachers to carry out curriculum and teaching reform activities independently.Under the background of the new curriculum,the change of learning style,the development of school-based curriculum,the diversification of evaluation methods and the rise of school-based teaching development have all provided the possibility for teachers and teaching and research groups to demand their own autonomy.It is also the inherent logic revealed by the theory of organizational change that awakens and promotes the professional autonomy of teaching research groups.A teaching and research group with the characteristics of professional autonomy should have at least four basic characteristics as follows: Establishment of Professional Standards,Identity of Professional Spirit,Consciousness of Professional Development and Formation of Professional Evaluation Ability.Although the primary and secondary school teaching and research groups in many places in China have a new look in the curriculum and teaching reform,but as a whole,there is still a big gap from the true professional autonomy.In the study of the professional self-sufficiency status of the teaching and research group,this paper mainly targets the teaching and research group of a middle school in northern Henan,Shanghai and Jiangsu.At the same time,it is accompanied by evidences related to the phenomena,facts and problems reflected in the research literature of the domestic teaching and research group.The researchers conducted research on the Chinese language teaching and research group in the middle school through participatory observation and individual interviews,and conducted an in-depth analysis of the existing problems.They found that the school's teaching and research group has unclear positioning,narrow functions,poor cultural atmosphere and unreasonable evaluation system.These manifestations are also common in most parts of China.There are many factors affecting the professional autonomy of the teaching and research group in primary and secondary schools.Its role is both positive and negative.It also strengthens and weakens teachers' professional autonomy.External factors,including social,cultural,and school factors;Internally,it includes the organizational atmosphere within the teaching and research group,the role recognition and professional leadership of the members and leaders of the teaching and research group,and the coordination and cooperation among the members of the teaching and research group.The coupling of multiple factors has created different professional autonomous styles of different teaching and research groups.The professional autonomy of the primary and secondary school teaching and research group is an ideal state for their future development.Since the formation of a professional autonomous organization in primary and secondary schools is the result of the coupling of internal and external factors,the promotion of professional autonomy needs to focus on both internal and external aspects of teachers' organizations.This study mainly refers to the cases in eastern China,such as Shanghai and Jiangsu,which have promoted the professional autonomy of teaching and research groups in many aspects in the process of reform practice and related school-based research.This paper summarizes and refines two basic paths of "external empowerment" and "internal energy enhancement",as well as several strategies such as subject research,school-based teaching and research,platform display and community construction.Enhancing the external empowerment of teaching and research groups is intended to make them move from excessive dependence on administration to self-reliance and autonomy,from dependence on administrative authority to respect professional authority,and create a school culture with equal dialogue and mutual understanding;The internal capacity-building of teaching and research group aims at strengthening teachers' professional self-discipline,improving teachers' professional development level,improving the curriculum and teaching leadership of members of different levels of teaching and research group,and so on,so as to jointly build a professional development community of common consultation and mutually beneficial coexistence.In the end,this paper also discusses how toensure the continuous improvement of the external environment of the teaching and research group,and proposes to construct an external support system to encourage and support the professional autonomy of the teaching and research group from the aspects of external policy incentives,U-S(university and primary and secondary school)cooperation community building and home-school communication and cooperation.