On Improving Teachers’ Cooperation

The New Lesson Change advocates cooperation, which requires the teacher not only to abandon their traditional concept and take active part in cooperation to explore the new educational law and method, but also to cultivate students to be conscious of cooperation and learn to cooperate in study and practice. As a matter of fact, most teachers take positive attitude towards cooperation in the process of The New Lesson Change. But the survey told us although most teachers agree on cooperation, they still think it is not obvious for them to improve themselves in the process of cooperation and practice, which has some passive effect on the cooperation afterwards. So we will face the problem of how to make teachers understand cooperation, overcome its obstacles, and be willing to cooperate efficiently. At present, there are a lot of studies about some issues in the New Lesson Change, but due to its relatively short time, various issues appear with the New Lesson Change going deeper and deeper. Therefore, it is necessary and valuable to probe into teachers’ cooperation in the new era with the New Lesson Change.As a small part of cooperation, the teachers’ cooperation has its generality and its own features. To this end, the article tries to solve the problem by the means of interview, investigation and documentation with the standpoint of a high school practitioner.In the sense of practice, the teachers’ cooperation refers to the process of realizing their own professional goals, in which an individual or a group unite to help each other, cooperate with each other, learn from each other, make progress together to reach their common goals in the educational practice. It will help teachers understand the connotation of teachers’ cooperation deeply from aspects of the theory and practice. By sampling through interviewing with lots of teachers who are teaching at schools and practicing teachers’ cooperation, the article tries to find some negative factors which affect teachers’ cooperation. The reason mainly lies in the following aspects:personal relationship among individual teachers and teachers and people around them as well as the living and working environment of the teacher collectivity. Some of the cooperative strategies which promote teachers’ cooperation are to be confirmed and neatened with the trace of its problems and replenish and complete the present strategies and put up suggestions from the angle of practitioners. First of all, to improve the conditions of teachers’ cooperation, the article deals with the three aspects:individual conditions, personal relationship conditions and environmental conditions. Then, enrich the forms of teachers’ cooperation from the point of its forms, ways and genesis cooperation. Finally, overcome the negative effects existing in the present cooperation process. We can restrain some teachers’ dependence by means of encouraging or the hitchhiking by means of various ways of evaluation during teachers’ cooperation. At the same time, we can encourage teachers to combine the cooperation with individual work so as to demonstrate teachers’ own characteristics as well as their benefit from their cooperation.The article aims at helping primary school teachers and high school teachers to have a right point towards teachers’ cooperation and understand the connotation of teachers’ cooperation objectively and deeply. It also confirms the aspiration and the function of teachers’ cooperation. At the same time, the article put up corresponding measures and suggestions to the present problems and offer some help to further the New Lesson Change through the analysis of some existing problems in the process of New Lesson Change.