Learning Behavior Research On Primary And Secondary School Teachers In Shanghai

The new curriculum reform has been launched in basic education throughout China since 2001. As teachers work in the first line of curriculum reform, their learning and training not only influence the success of current curriculum reform, but also influence overall development of education reform. Only teachers can continuously improve high-quality of education levels, not high-quality teachers it would not be an accurate grasp of the new curriculum, not to mention improving the quality of education, let alone training spirit of innovation and practical ability for students.This article focuses on learning behavior of primary and secondary school teachers in Shanghai in curriculum reform process. Qualitative research method is used to demonstrate learning motivation, learning content, learning methods of primary and secondary school teachers in Shanghai of the new curriculum reform, to reveal the influence on teachers learning behavior via curriculum reform, and trend of changing the learning behavior for adapting curriculum reform, so as to improve the effectiveness of teacher own learning training for their reference, also provide reference and guidance for the organization to promote and facilitate teacher learning behavior.Chapter One explain the original intension of research theme, specifys research issues and introduce research method, and defines the key words.Chapter Two introduces the underlying theoretical backgrounds. It consists of the general accounts of both the relative research and theory, to provide a theoretical basis for analysis.Chapter Three is concerning the analysis of the individual case of participant Q, and Chapter Four is regarding that of the individual case of participant L, and Chapter Five is regarding that of the individual case of participant X. I use qualitative research method in these three chapters, respectively selecting a young teacher with teaching experience of 5 years, a middle-aged teacher with teaching experience of 10-15 years, and an old teachers with teaching experience of about 25 years for interview to come to the next chapter findings. Chapter Six is conclusion and reflection, the conclusion is that teachers focus on self-directed and independent in learning activeness; teachers focus on inquiry-based learning approach in learning method; teachers focus on cooperative learning and team learning strategies in learning strategies; teachers primarily use reflective learning in learning ways of thinking; teachers focus on education theory and teaching skills of in learning contents. Therefore, all kinds of schools or organizations should be active in experiential training for teachers, while extensively using of cooperative learning model, and encouraging teachers to form the habit of reflection and to improve the capacity of reflection, so as to play teachers'role better in the new curriculum reform.