Curriculum Reform, Teacher Cooperation Ethnographic Study

The four backbones of education are learning to acquire knowledge, learning to practice, learning to live harmoniously and learning to survive. The students are supposed to develop from the stage of acquiring knowledge and general skills passively to the stage of applying knowledge actively to solve problems. Consequently, this development requires the strengthening of the function of teachers instead of the weakening of it.The new round of curriculum reform has endowed teachers with more profound significances as cooperators. The role of teachers has transformed from the initiators of knowledge to the promoters and helpers with the students' learning. Teachers help students to develop, while they themselves make continuous progress in the process of teaching. The cooperation of teachers which is consistent requirement for teachers in education field guarantees that the curriculum reform can proceed smoothly. However, so far little research has been done on teachers' cooperation, especially on the case study of this field.This dissertation tries to present the phenomenon of the teachers' cooperation in a three-star middle school from the angle of ethnography, and explain it in detail applying the related theories of sociology. It also explores the difficulties that middle school teachers meet with when they are conducting cooperation, as well as the presentation of a detailed analysis of the causes for it.The thesis is written mostly based on the author's personal experiences, interviews and questionnaires, which displays vividly the class time, the teachers' collective preparation for lessons and the communication within teachers and between teachers and students, showing distinctively the conflicts and collisions of the factors in the teachers' cooperation, including the environments, personalities, benefits, interpersonal relations and assessments.