The Research On Knowledge Sharing Of Teachers And Teaching-research Groups In Primary And Middle School Of China

Reform of the basic education curriculum is the key link in the full implementation of qualities-oriented education. It has gone through ten years when the new curriculum reform was promulgated and implemented since June,2001. The new curriculum reform plays a positive role in advancing the national qualities-oriented education, booming education and promoting the Chinese education career with a good and rapid development. So the new curriculum reform not only an innovation of educational and teaching philosophy but also a school organizational reform movement.Teaching-research group as a middle-level organization is common in primary and middle school of China. As a subsystem of school, teaching-research group interacts with the internal and external environment of school through the input and output channel, thus affecting the development of the school educational organization. Its construction of original intention is promoting teachers to learn together, mutual exchange of the experience of teaching and cooperative research. However, with the later development, the teaching-research group was affected by the traditional theory of organization structure, and encountering bottleneck of development, so, the color of its departmentalization is also increasingly remarkable and becomes to an administrative hierarchical organization. The implement of the new curriculum reform requires the teaching-research group a new structure and function and provides an opportunity for its reform and transformation. Meanwhile, the teaching-research group reform has placed new demands on teachers, more emphasizes the skill of learning research and cooperation of teachers, and is coincide with the cooperative consciousness and teamwork spirit that the new curriculum reform are call for. Knowledge sharing theory is an advanced theory emerging in recent years that study on the staff’s cooperation and communication and pushes forward the reform and development of organization effectively. Researching the knowledge sharing of teachers inner and between teaching-research group is helpful to realize teachers’collaboration, promote the teachers’ professional development, provide a reliable guarantee of human resources for the new curriculum reform and promote the development of school and national education of our country. Therefore, researching the knowledge sharing of teachers and teaching-research groups in primary and middle school of China has a profound theoretical and practical significance.This paper consists of five parts. The first part is introduction. Specifically, it describes the research background and significance, domestic and international research, research methods and so on. The last is giving the interpretation of the related concepts which appear in this paper. The second part is the theoretical construction. It describes the three core themes of the knowledge sharing theory which are the willingness and the ability of the main body of knowledge sharing and the means of knowledge sharing. Meanwhile, the three core themes of the knowledge sharing theory are the factors that affect the consequence of knowledge sharing. The third part mainly analyzes the present situations and the problems which exist in the knowledge sharing of teachers and teaching-research groups in primary and middle school of China and do depth analysis of the reasons at the same time. In the fourth part, the author puts forward to some strategies and methods to promote teachers’knowledge sharing based on the perspective of willingness, ability and means of knowledge sharing. The last part is the conclusion. A summary statement of this paper and mainly introduces the paper’s deficiencies and the future research direction.