| The school culture is the microscopic environment where teachers develop. The teacher culture, as the subculture of the school culture, influences teachers subtly and is an important factor on teachers'professional development. Lots of practice and research has indicated that isolated teacher cultures are disadvantageous to teachers'professional development, while cooperative teacher cultures benefit not only teachers'but also schools'development, playing a powerful impetus role. Therefore, actively constructing a culture of cooperation and exploring effective cooperation models should be a critical approach to promoting school-based teachers'professional development.Along with further discussion on theories on teachers'professional development, people have come to realize that schools are one of most important places where teachers develop, and that teachers'development in educational environment needs paying attention to, as a result of which, a school-based teachers'professional development idea came into being. In view of this, the author believe that when teachers'professional development is being promoted, a cooperative school-based teacher cultural should be created, which, on one hand, initiates the cooperation among teachers, between teachers and other society members, and on the other hand, advocates the construction of learning teams, and internalizing cooperation into teachers'one life style. Only in this way will teachers'professional development in all stages break through, will they place themselves in a greater developing space and platform, and will their professional development be promoted. Furthermore,the author have carried out a case study based on his workplace, Shengli No.3 Middle School, Dongying City, Shandong Province, to have a discussion about promoting teachers'professional development from the angle of constructing teacher learning teams, hoping it will be of some instruction significance. The study, taking the vital role which cooperation plays in teachers'professional development of various stages as its research breach, dwells upon its substance and mode attributes, and indicates that cooperation is an idea as well as a form of culture different from teachers'self-reflection. As a new approach to promoting teachers'professional development, its significance shows mainly in the following four aspects. First, it advocates initiative cooperation, advising that teachers should reconsider their breakthrough limitation and the insufficiency in groups, and it provides teachers with culture support and reference basis to ensure that teachers'self-reflection is in a broader platform. Secondly, it helps to construct a teachers'knowledge-sharing system to get closed knowledge apperceived, exchanged, internalized and inherited. Thirdly, from a psychological point of view, it helps to meet teachers'strong psychological need of cooperation which results from their single-handed development situation. Fourthly, it helps to construct a teacher's individual culture (teaching style), which is what a professional teacher should possess. As a result, it is an urgent matter to create a teacher culture of cooperation to promote teachers'professional development.After a systematic exposition of the issues above, the author have studied the status quo of teachers'cooperation in Shengli No.3 Middle School, Dongying City, Shandong Province, the results of which are as follows: teachers'competition consciousness is more than that of cooperation, and an open mind is lacked; Too much emphasis is placed on evaluation; an effective monitoring mechanism isn't guaranteed; resources cannot be shared effectively, etc., all of which are what should be dealt with when the teacher cooperative culture is being created.Based on the study, the author believe that teachers'ideas should be further changed, cooperation consciousness should be cultivated, cooperation capacity should be enhanced and the school culture helping to share knowledge should be created; meanwhile, the existing models of cooperation should be inherited critically and various modes of learning teams should be used for reference, learning-team leaders and managers should be trained, all of which will lead to the attainment of teachers'professional development.
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