Study On The Existing Issues And Counter-measures Of Teacher Cooperative Learning In Primary School

With the application and effect of cooperative learning in education gradually expanding, cooperative learning has been a way of learning. It is widely used in daily school work and learning by primary school teachers. Teacher cooperative learning has many particularities, which not only points to the learning of teachers, but also teacher professional development. Teacher cooperative learning is an inevitable trend of the theory of cooperative learning.The Existing research mainly focuses on cooperative learning of student orientation. Research on teacher cooperative learning is more fragmented, this study thoroughly analyzes the meaning and essential elements of teacher cooperative learning from the theoretical level. It from the practice level presents some of the status quo of teacher cooperative learning. According to the problem of in-depth analysis, this research tries to put forward strategies on the promotion of teacher cooperative learning in primary school. Paper is divided into four parts:The first part is an introduction: To state correlated research background and status, put forward research issues, elaborate research value and methods, and to definite relative notions.The statements of research background are based on the requirements for teacher development of new curriculum reform and combines with the actual needs of teachers and the development of the theory of cooperative learning. Research status is for summary and analysis of research on content and elements of cooperative learning. The study mainly uses questionnaire and interview in order to analysis of the current status of teacher cooperative learning in primary school.The second part is an overview of theory: To definite the conceptions of cooperative learning and teacher cooperative learning, analyze the theoretical foundation and elements in depth. This section is mainly based on the theory of learning and combines with the specificity of teacher learning and professional development.The third part is the investigation and analysis: Through questionnaires and interviews on primary school teachers in Haikou, this research presents the status of teacher cooperative learning in primary school. It systematic organizes the understanding of teacher cooperative learning, the specific situation of carrying out, the effects of teacher cooperative learning and the school support. It summarizes the results of its development, reveals the problems and analyzes the causes of the problem in depth.The fourth part is the proposed strategy: To presents strategies separately from three angles of the individual teachers, schools and teacher cooperative learning groups. To improve the level of awareness and various capacities of primary school teachers, enhance practical support of school and train teacher cooperative learning groups in advance. By these ways can promote effective implementation of teacher cooperative learning and achieve the goal of professional development of teachers.