Study On The Existing Problems And Countermeasures Of China's Teacher Cooperation In Primary And Secondary School

With the development of the society and the educational reforms, the problems of teacher cooperation are obtained more and more attention. To some extent, whether teachers cooperate sincerely is a crucial factor of the success of school education. While, there are s till quite a few problems of teacher c ooperation in primary and s econdary school, such as inveracious cooperation, inefficient cooperation and so on, which restricting the development of education reform and teacher professionalization, and counteracting the development of students. Therefore, the study on the existing problems and countermeasures of primary and s econdary school teacher cooperation, which can help the teachers entered a virtuous circle of cooperation, is full of valuable theoretical and practical significance. Nevertheless, the researches on the teacher cooperation in primary and secondary school, especially the relative investigations, are not fruitful. This dissertation, thereby, chooses Wuwei county of Anhui as a case. According to the date of survey and visitation, it analyzes the actual state of the teacher cooperation in primary and secondary school, especially the existing problems and causes, discusses relative principles and d etail countermeasures of improving teacher cooperation. The dissertation is divided into five chapters;Chapter 1 is a review of relative researches. Through summarizing a general outline of the ideas and researches on teacher cooperation of both Chinese scholars and scholars in other countries, especially Chinese scholars, it points out that there are lots of valuable achievements in the past researches, while the theoretical system is still quite weak, deep investigations on existing problems of teacher cooperation are still inadequate, the countermeasures of improving teacher cooperation are still not detail and not operable. All of these questions are worth farther study.As an introduction, chapter 2 focuses on the purposes, the scope, contents and the essence of the research. It also involves the emphases, difficulties, creative ideas, the cause, significance of this dissertation, as well as the methodology adopt by the author.In chapter 3, there are three main contents. firstly, it tries to define the connotation, classifications and characters of teacher cooperation. Secondly, it discusses the theoretic foundations according to the social inter-dependence theory, social constructivism theory, symbiosis theory and game theory. Thirdly, it discusses the realistic foundations from three aspects.In chapter 4, it analyzes the existing problems of China's current teacher cooperation and the causes. Based on the dates and information of questionnaire survey and interviews on teacher cooperation in primary and secondary school of Wuwei county of Anhui province, it points out that there are several problems, that is, the teachers have certain sense of knowing the importance of cooperation,but awareness and behavior out of line; the topics and forms of teacher cooperation are inanimate and less effective; there are lack of effective cooperation guarantees in school management; the teachers don't have the knowledge of cooperation, especially cooperative skills; the status quo of teachers cooperation is not satisfactory.In chapter 5, according to the existing problem and relative causes of teacher cooperation in primary and secondary school, it puts forward some principles and detail countermeasures of improving teacher cooperation. In order to help the teachers enter a virtuous of cooperation, firstly, it should abide by the following principles: the principle of purpose, the principle of democracy and equality, the principle of order, the principle of reciprocity, the principle of integrating independence and cooperation. Secondly, it should adopt the following specific countermeasures: constructing cooperative teacher culture; improving the protection system of teacher cooperation from school management; changing these teacher groups into learning organization; optimizing the process of cooperation; further improving teachers cooperative skills.