A Study On The Construction Of Secondary Vocational School Teachers' Learning Community

To construct learning community and promote the development of the teachers' team now becomes the focusing problem that most researchers pay attention to in the latest years. Under this background, with the status in quo of our country's current vocational education, we now present a learning community model based on the learning of vocational schools' teachers, and carry out the corresponding practical research.To realize the objective of rapid and healthy development of secondary vocational education, we now in urgent need further strengthen the team construction of secondary vocational schools' teachers. I think if school-enterprise experts and famous teachers can lead us to construct a learning community of vocational schools' teachers, it will provide vocational schools' teachers an active platform and let them have the strong consciousness of self-development, thereby to promote the rapid improvement of individuals and the professional development of teachers.The thesis adopts literature method, comparative method, investigation method, observation method and other researching methods. According to the overall concepts including problem presentation, objective ascertainment, information collection, reasoning research, and problem resolving at last, firstly, I carry out the researching summary for the learning community, to ascertain the theoretical foundation of the construction of the learning community of secondary vocational schools' teachers; then, through the investigation of the status in quo of the learning community of several secondary vocational schools' teachers, present the reconstruction conception of the learning community of secondary vocational schools' teachers; finally, sum up the research. Learning community, as a new mode, can give quite a lot of benefits to teachers' cooperation, teachers' specialized development, teachers' attention to students and teaching quality improvement within the whole school. Only we change our old concepts, and show our clear and definite requirements in the policy and system, can the learning community be really formed, can teachers' subjective initiative be really brought into play, and can teachers' specialized ability be rapidly promoted.