A Study On Teachers’ On-Site Learning Ability

Our country has always had a good tradition of teacher teaching and research activities,but many teaching and research activities have not substantially improved teachers’ professional ability and professional quality.The problem of teacher development in teaching and research is still outstanding.The current process of teacher development is facing new crises and challenges.Teachers’ sense of experience,sense of meaning and creativity have encountered varying degrees of neglect,solidification and misunderstanding in teaching and research activities.They not only cause the waste of human,material,and financial resources in teaching and research activities,but also cause the teacher’s life energy to be depleted and the enthusiasm for learning to be suppressed.Facing the predicament in teacher development,many educators strive to find solutions in teacher education activities."Teachers on-site learning ability" came out from here.As the research object,the teacher’s on-site learning ability is embedded in the teacher’s practice community and the school cultural context,which determines that the researcher himself must be in a situation where the teacher’s field and the teacher’s interaction are blended and compounded.Therefore,this research comprehensively adopts the literature method,observation method and interview method,etc.,to carry out detailed investigation and theoretical refinement of teachers’ on-site learning ability.The so-called on-site learning ability of teachers is a unique learning ability that teachers have when they are on the scene of various teaching and research activities.Their learning orientation is practical knowledge that combines theory and experience.It is completed by the improvement of teachers’ teaching ability and life.for purpose.On the basis of comparing academic ability,learning ability and learning energy,the researcher absorbed the beneficial elements of the definition of related concepts,combined with the researcher’s field data and personal insights,did an ontological inquiry into the teacher’s on-site learning ability,and believed that it was transformative The four elements of courage,mutual assistance and cooperation,meaning construction and practical creation have the characteristics of situational and emotional involvement,embodied and physical participation,immediacy and sensitive intervention,and typological division and analysis of teachers’ on-site learning ability It is a characterization of the temperament of teachers with on-site learning ability.It is clear that the ontology of teachers’ on-the-spot learning ability may stay in the situation of knowing it but not necessarily knowing its reason,and it is still difficult to get a complete picture,so a rational analysis is made to explain its origin and theoretical doubts.In fact,on-site learning has a long history.In ancient China and ancient Greece,there were simple teachers’ on-site learning ability thinking and practice.Until modern times,the theory of situational learning and the theory of embodied learning have opened up a new path for its development.The teacher’s on-site learning ability is the most important learning ability of the teacher,and the teacher exists as a "person".Therefore,it explores the origin of human learning ability,the processing mechanism of human learning,and the change of knowledge form in the process of human learning,and proposes the transformation mechanism of teachers’ on-site learning ability,which is a unique contribution of this research.At the same time,he further explored the teachers’ on-site learning ability and found that the motivation of teachers’ on-site learning ability stems from the demands of self-realization,the demands of collective belonging and the demands of social communication.To cultivate teachers’ on-site learning ability,it is necessary to respect the teacher’s subjectivity,give full play to the teacher’s initiative,and adhere to the concepts of "learning from teaching" and "interactive generation".This research proposes to achieve the goal of on-site learning of symbiosis and coexistence.Through multiple symbiosis,fusion of horizons and meaning generation,teachers’ practical skills and theoretical thinking will be improved,and the realm of life will be promoted.It is necessary to develop integrated and transformed on-site learning methods to realize the mutual transformation of knowledge and experience and wisdom and ability,communicate with individuals and groups to achieve joint cooperation,and related activity innovation and cultural reconstruction.It is necessary to provide diverse and abundant on-site learning resources,bridge the gap between theory and practice,connect the gap between self and others,and break through the barriers between self-organization and other organizations.