Through The Academic Construction Of Lesson Teacher Learning Community Research

In the middle school teachers’ in-service education and school-based teaching and research, there are a lot of problems, in the process of training teachers are passively,training process cannot realize the effective combination of theory and practice; The lack of effective cooperation in the school-based teaching and research, lack of team spirit, it is difficult to form a truly successful learning community. Based on this, the author is hosting a 12 th five-year plan of jiangsu province key subject class case study: political group action research for the professional development of teachers, and on this basis to declare the "twelfth five-year" rolling project, key issues in jiangsu province "by class example research to create action research of teacher learning community, by organizing school-wide academic activities of teaching, achieve the goal of creating teacher learning community. Through the teaching research, the author tries to realize teachers’ in-service education theory and practice is unified, and in the process of case study in class the teacher learning community, and make the teacher learning community truly become a symbiotic sharing knowledge of learning organization.Through the collection and analysis of the literature, the paper expounds lesson study,concept, characteristics and present situation of the research significance, as well as the concept, characteristics and significance of teacher learning community, establish a "lesson" through case research to create the teacher learning community theory support;Design the questionnaire, through the questionnaire survey to understand the plight of teachers’ cooperative learning and its reason, on the basis of discussion by class example research to create the possibility of teacher learning community. On this basis, the exploring teaching research to create the teacher learning community strategy, and for the next lesson through case study this way of action research to create the teacher learning community.Lesson study help promote individual teacher’s professional development,accumulated practical wisdom, helps to form a collaboration of teachers training team,helps to form a "cooperation" and "dialogue" as the main characteristics of teacher learning community. Learning community has a symbiotic sharing, Shared vision, open features such as accommodation, help members to enhance cooperation in mutual learning consciousness and cooperation skills, reflection in communication skills, knowledge creation and sharing in the heterogeneous communication. Teacher is a special kind of profession, the professional development must be through the study of "knowledge experience" and "practice" combination of learning. Is an effective way to combine the two case study class, class example research provides a teacher team in real situation to do research in the way of action research, the research class in the classroom, the perspective of classroom and improve class in the discussion and reflection, by raising the level of teaching practice in teachers to improve students’ learning behavior. Study heterogeneity characteristics of team members, provide teacher training is heterogeneous complementary between knowledge, thinking collision, symbiotic premise, for teachers to set up cooperation and exchange platform, the research team in the process of conducting seminars, through constant reflection and practice to establish "cooperation" and "dialogue" as the main form of training team, finally to long symbiosis, resource sharing of teacher learning community.In practice to explore the academic construction of teachers’ learning community through teaching organization operation mode, and create the teacher learning community through teaching research of external and internal management mechanism.From the organization mode of operation, to form a heterogeneous combination,complementary advantages of team is the premise of training in teaching; "Practice three times, twice to reflect" training mode is a research group to the teacher learning community key process; Communication, theory of academic team of the experience gained in the study of ascension is summarized, the rational sublimation, teacher references are provided for the further development of resources for the future.From the external management, as the school managers, make the academic team of individuals to achieve a Shared vision, clear why want to realize the Shared vision, and to establish a set of rules and regulations and the established research way, in order to realize the Shared vision. Need through standardized management system to guide teachers, build system of team work; Create a work team culture; Relieve a glimmer of teachers’ work pressure. Need to build a conducive to evaluate teachers individual and the whole team ofscientific evaluation system.From the internal operation mechanism, prompted the team training activities do focus on the theme, dialogue and cooperation, in the run-up to determine the theme, group collaboration: topic: focus on the subject, guide training activities with the problem;Grouping: collaboration, make training activities carried out effectively. Do classroom observation, in the process of study behavior to follow: the first classroom observation and reflection to the classroom after class, focusing on topics. The second classroom observation and reflection after class to revolve around the theme, actions follow up. The third classroom observation and research report, the classroom should be improved and the survey teaching. In phase of ascension to do knowledge creation, resource sharing,promote knowledge symbiosis skills, including dialogue to explore skills and focus on skills, and render including classroom observation table, research report, academic papers and other forms of teaching research results. The author in the thinking and practice to build teacher learning community, prompting teaching research team in training activities to heterogeneous sharing, is characterized by cooperation and dialogue of teacher learning community.