Teacher’s Decision-making Based On Teachers’ Cooperation

Along with the advancement of new curriculum reform, professionaldevelopment of teachers and problems in the instruction, dialogue andcooperation as the development of teachers and schools should be thequestion of meaning. Many school reform successful experience and theteacher growth experience also shows the important value and practicalsignificance of teacher cooperation.Teachers should be the teaching deeision-makers, not just the courseof exeeutors. The notion of Teacher’s Decision-Making (TDM) can beinterpreted as the process of teacher’s decision making in teaching. Thevalidity of TDM directly affect the quality and outcome of teaching. Inaddition, it may influence the teachers and students’individualdevelopment as well. The consciousness and ability of TDM can becultivated through individual theoretical study and teaching practice. Andthis also requires through individual initiative to participate in groupcooperation in order to share the collective teaching experience andpractice wisdom. The systemic, complexity, diversity and situationality of teaching practice requires a way of TDM based on teachers’ cooperation.From the perspective of teachers’ cooperation, this article aims totheoretical discussion and analysis of the present situation, in order toimprove the teaching decision-making level and help teachers effectivecooperation. Thesis mainly is divided into three parts.The first part mainly elaborates the origin of the research topics,research purpose and significance of this study, the research content.The second part mainly elaborates theoretical analysis of TDM basedon teachers’ cooperation. Firstly, It tries to define the connotation,classifications and characters of TDM. Secondly, drawing on the relatedresearch of modern decision theory and teachers’ culture of cooperation, itexplores the theoretical basis of the research. Moreover, it discusses therealistic foundations from the new curriculum reform, teacherdevelopment, teaching and student development. Through this part of thetheoretical analysis and discussion, teachers can understand the necessityand inevitability of TDM which requires teachers’ cooperation.The third part mainly analyses the status quo of TDM based onteachers’cooperation. Based on the dates and information ofquestionnaire survey, non-participatory observation and interviews onpolitical teachers in high school of Wenzhou, it analyses the current statusand existing problems of teachers’ cooperation. It points out the elementsof effective cooperation, the supporting conditions of teachers’ cooperation, and the basic process of the TDM. It puts forward usefulsuggestions for teachers’ cooperation.