Research On Teachers’ Cooperative Culture In Countryside Middle Schools

Education is the world’s culture reflects, it’s also a microcosm of society as a whole. With the new curriculum reform in China step by step, the status and role of teachers in education gradually highlights. The new curriculum emphasizes the concern to the growth of teachers, advocating the right to give teachers more, and advocated by the teachers should take the initiative to participate in curriculum development, and advocacy through active exchanges and cooperation to maximize the teachers’ groups power. The new curriculum calls for a culture of cooperation of the teachers, teachers’ professional growth depends on cooperation and cultural development of teachers, however, China’s secondary school teachers in rural areas, cooperation mechanism is still not perfect, and the culture of cooperation has been missing. I theory, analysis of teachers’ cooperation in cultural development context, based on the facts, analyze the current situation of the teachers’ culture of cooperation, a specific case as a breakthrough, to explore the scientific nature of teachers’ culture of cooperation to build strategies.Starting from the above ideas, the text is divided into five basic parts.The first part，take the new curriculum reform as the background, take the professional growth of teachers as a starting point, take the natural development of the teachers’cultural requirements as the basis to explain the era demands of teachers’ culture of cooperation.The second part, starting from the theoretical to the teacher culture from the culture, to the culture of cooperation of teachers, to explain the teachers’ cooperation and cultural development.The third part, the research findings based on analysis of the status quo of the culture of cooperation of rural secondary school teachers, to find the negative impact of factors and available for carry forwardThe forth part, select a specific school, showing the specific case of the implementation of teachers’ culture of cooperation and find the practical significance of teacher culture of cooperation.The fifth part, the development model for analysis of the case school, summed up the successful experience, and then seek the scientific direction of development of teachers’ culture of cooperation.