A Study On Rural Middle School Teachers’Cooperative Learning From Ecology Perspective

Education is the foundation of one country, and the key of education depends on teachers. Teachers’ professional development is an important factor to promote the development of education in China. As an important way of teachers’ professional development, cooperative learning is attracting more and more attention. Poor educational conditions, lack of teaching resources in rural areas have seriously hampered the development of teachers. The best way to promote teacher growth in rural schools is to adopt cooperative learning. To put rural middle school teachers in collaboration ecosystem and to treat teachers cooperative learning from ecological perspective are helpful to find out the inner necessity of teachers.This paper is divided into five parts.The first part is introduction. In this part, it includes the reasons of choosing this topic, the significance; key and difficult point of this study, the research methods, concept definition and literature review.The second part is theoretical analysis. This part discussed the theory basis of ecology and analyzed the principles of teacher cooperative learning, like ecological structure, ecological environment, ecosystem, ecological balance and ecological niche. Based on the theories of ecology, this part divided the ecological environment of teacher cooperative learning into three kinds:natural environment, social environment and normative environment. And then this paper discussed teacher cooperative learning from ecological perspective.The third part is survey on rural teacher cooperative learning. First, the questionnaire included two aspects:teachers’basic information and rural teacher cooperative learning from ecological perspective. Second, do some field work and interview.The fourth part is analyzing the survey results and exploring reasons. Based on the data, this paper used SPSS to find out the difficulties of rural teacher cooperative learning, and analyze their reasons from ecological perspective.The fifth part is strategies. First, to obey the principle of biodiversity and to solve teacher ecological structural imbalance. Second, to compensate teacher ecological environment, and to make teacher cooperative learning circulate. Third, to improve teacher ecological quality, and to expand ecological niche.