A Study On The Strategies Of Promoting Teachers' Cooperation In The Context Of Curriculum Integration

In recent years there has been sufficient study on theory of curriculum integration in China,but the status of curriculum integration in China's education practice is unsatisfactory.On the one hand,the lack of teachers in professional curriculum integration leads to the result.On the other hand,curriculum integration in China is not only within the integration of disciplines,more importantly,interdisciplinary integration,which requires the same discipline or even different disciplines of teachers cooperation.Therefore,how to promote teacher cooperation has become an important issue in curriculum integration practice.Taking the project-based integration courses in X Experimental Scholl as a sample and teachers of curriculum integration as the research object,this research collects text,pictures,video and other information,interviews and observes teachers of curriculum integration and school administrators,uses the text analysis method,interview method,observation method and case analysis method to analyze the content,the types and ways of teacher cooperation in the process of curriculum integration,to analyze the factors that affect teacher cooperation and the measures taken to promote teacher cooperation,and explore the strategies of promoting teachers' cooperation in the context of curriculum integration.This research finds that there are two forms of teacher cooperation,natural cooperation and controlled cooperation,and when the natural cooperation among teachers becomes a normal state,it is more conducive to the practice of curriculum integration.The communication between teachers is mainly through face-to-face or online social networking.The main content of teacher cooperation is to exchange new ideas,design teaching activities,explore the problems and gains of the teaching practice,and develop the way of evaluating students.The types of teacher cooperation are divided into three categories by subject:teachers and experts,teachers in the same school,and inter-school teachers.They can also be divided by disciplines,including co-teachers and interdisciplinary teachers.In the specific practice of curriculum integration,the teachers face the difficulties of too much work and lack of time,teachers' value orientation,cooperation intention and skills,age,personality and other individual factors and school culture atmosphere,school system and physical environment and other school factors have a significant impact on their cooperation.Therefore,the main paths of current curriculum integration in China are as following:to create a good atmosphere for cooperation,to stimulate teachers' awareness of cooperation;to promote the integration of professional development of teachers curriculum for teachers to lay the foundation for cooperation;to provide teachers cooperation platform to enhance the co-operation of teachers to build a curriculum integration as the carrier of the teacher cooperation mechanism.