Research On Teachers’ Culture Of Characteristic Schools

Chinese educational reform and development outline clearly pointed out that primary and secondary schools should be transformed from the’exam-oriented education’to’quality-oriented education’. And they need to have their own characteristics. This outline gives the direction for the development of characteristic education, at the same time, imputing great power for the construction of characteristic schools. The construction of characteristic schools is effected by many factors, and among the factors, teachers’culture plays a decisive role in the development of characteristic schools. Teachers’culture is the small environment of the growth of teachers, which also has its own characteristics under the big environment—school culture. Teachers’culture is also a comprehensive expression of multi-dimensional factors. Then, what are the features that the teachers’culture of characteristic school? What are the factors that affect teachers’culture? These questions are very important on the research of the construction of teachers’culture, which need to be considered carefully.This research investigates the construction of characteristic school from a new angle of view—teachers’culture. Using the case method and interview method, this paper investigates the teachers’culture of X middle school. The research of the teachers’ culture is composed of three dimensions, and they are visible, obscure, invisible dimension. The visible dimension of teachers’culture is mainly embodied on the ways of teachers’interpersonal interaction and teaching behaviors. The obscure dimension mainly displayed on teachers’opinion and identity of school culture、tradition and story. As for the invisible dimension of teachers’culture, it displays on teachers’sense of worth, which embodies teachers’view on students, on school as well as on teachers themselves. On the opinion of the relationship between characteristic school and teachers’culture, this paper has a conclusion that they have a direct relation and they are affected by each other. The construction and development of characteristic schools has an important effect on teachers’ culture. Different schools have different teachers’ culture, which we need to pay attention.On the basis of current analysis, this research analyses the effective factors of teachers’ culture from the two levels, which are the organization of school and the separate part of teacher. From the level of school, the effect factors of teachers’ culture mainly include three aspects:they are school’s traditional culture, school’s management method and school reform. From the level of teacher, the effect factors of teachers’ culture mainly include three aspects:they are teacher’s personal education experience, teacher’s knowledge structure as well as teacher’s capacity structure.Finally, this paper tries to probe into the constructive strategies of teachers’ culture which can improve the development of characteristic schools. This research puts forward to two directions, which are the corrective actions from top to bottom and the deep actions from outside to inside. The corrective actions from top to bottom mainly include strengthen the leading role of school’s conductor, the coordinating role of school’s middle manager, and the participating role of teachers. The deep actions from outside to inside mainly include the construction of characteristic school environment, the school system to meet teachers’ needs, teachers’ learning model based on cooperation and strengthen school education values.