The Problems And Solution Of Cooperation Among Teachers

Based on theories of the cooperation at all times all over the world, the dissertationabsorbs the research achievements that made in correlative fields, such as philosophy,psychology, management, histology etc, and gives a comprehensive analyse upon the basicacademic issues of cooperation among teachers under the guidance of the theory of learning—organization. The dissertation focuses on the cooperation among teachers and wants toconstruct a theoretic system of it. Therefore, the dissertation sets off discussion from thefollowing aspects mainly:Chapter one makes a survey on the status of cooperation among teachers in reality, whichis the argument of the whole study. The author considers cooperation among teachers is notsatisfying in practice, because there are problems of noncooperation and ineffectivecooperation among teachers. Based on dialyzing and anatomizing the harms that theseproblems bring, the dissertation analyses the deep-seated causes from three aspects whichinvolves society,school and teacher individual factors.Chapter two tries to define the connotation of cooperation among teachers, seeking forthe grounds in theory and reality, demonstrating the feasibility of cooperation among teachers.The dissertation thinks there are not only extensive academic foundations, but also profoundpractical foundations. The diversities in teaching among teachers contain precious worthiness,intercross among subjects are the jumping-off point for teachers, and present teacherorganizations establish the base for cooperation among teachers. Contemporary educationrequires teachers not only collaborate with each other, but also preserve their independentteaching styles, advocating collaboration does not exclude competition among teachers.Therefore, the dissertation makes further reflection on several categories that we must payattention to, they are: competition and cooperation,individual development and collectivedevelopment, formal organization and informal organization, solitary and cooperation.Chapter three introduces learning-organization theory after the rational analyses ofcooperation among teachers, which offers a new angle of view to strengthen the cooperationamong teachers. The dissertation analyses the relationship of learning-organization andcooperation among teachers, expatiating on the value that learning-organization bringing tocooperation among teachers. Learning—organization is characterized by its persistentinnovation,open—minded,coherence in value,sharing knowledge together,system thinking,which will impact on teachers' conservative mind,strengthening the consciousness ofcooperation and collectivity cohesion for teachers,accelerating intercommunion amongteachers, as well as achieving conformity of education recourses. It is applicable to set uplearning—organization among teachers, and learning—organization furnishes cooperationamong teachers with organizational carrier.Chapter four explores basic strategies to set up teacher learning—organization from thefollowing aspects. Such as reforming organization structure, strengthening teachers' skills ofcooperation, changing the notion of management, perfecting the system of teacher evaluation.Finally, in concluding remarks, the dissertation puts forward some relevant subjects to befurther studied, thus pointing out the direction of my further study in the future.