The Investigation Of Present Situation Of Primary School Teacher’s Ecological Learning

Nowadays, research on teacher’s learning has achieved fruitful results as well as showed a certain deficiencies. In order to meet the need of development of the teachers’ development and to change the plight of teacher’s learning, the teacher’s ecological learning arises at the historic moment.Understanding the deficiencies of current primary school teacher’s ecological learning by the investigation of present situation of the primary school teacher’s ecological learning.Then try to analyze its causes and put forward corresponding suggestions to improve their learning.The research mainly consists of four parts.The first part mainly discussed the factors that have influence on primary school teacher’s ecological learning.Discussing from teachers themselves (internal cause) and the external environment (external cause) two aspects, which formed the dimension analysis framework of the whole paper.Teachers themselves are the core factors of learning,so teachers’ attitude, motivation, learning style and the demand for learning content constitutes the core of primary school teacher’s ecological learning system.Due to the different relationship with the teachers,environmental factors can be divided into 3 parts:the inner system which including school,colleagues and students;the outer system involving the experts and scholars, family and students’ parents;the social background contain education policy,economic environment and social values.The second part is a investigation of the present situation of primary school teacher’s ecological learning and it’s analysis.Based on analysis of 162 primary school teachers’answer to the questionnaire and combined with analysis of the interview of a number of primary school teacher, we found that the present situation of primary school teacher’s ecological learning has many shortages.The third part is an analysis of the causes of the problems in the second part.The reasons can be summarized as two aspects:On the one hand is the cover of the subjectivity of the primary school teacher learning.The mainly performances are primary school teacher lack of intrinsic motivation, can hardly select content independently, learning mode rigid, learning time and plan are in a shortage.On the other hand, the limitation of the primary school teachers’ learning external support.Such as school culture environment need to be improved, limitation of learning community function, lack of the guidance of experts and scholars, the relationship between family and work contradictions and the negative effects of social and cultural factors.The fourth part is to put forward the corresponding suggestions to promote the primary school teachers ecological learning,according to the reasons of the problems.On internal aspect, return to nature of life and respect for teachers’ life.This request primary school teacher learn to change the way of thinking, design diversity content to meet different niche’s teachers’ demand, innovate approach to learning and effective learning.On external aspect, optimize the teachers’ learning ecosystem to promote the teacher’s learning ecological change.It’s mainly to improve both material and culture environment of school to provide basic guarantee for teachers’ learning, based on school-based, construct a new "live" teacher learning community, strengthen the external assistance to promote in-depth cooperation of teachers and experts and scholars,and so on.