Mobile Teacher's Educational Experience Reform

Mobile teachers come to new schools for various reasons,the new environment is bound to challenge its original educational experience.At the same time,in order to better adapt to the new environment,to avoid the teaching object and teaching situation changes brought about by the decline in teaching quality,mobile teachers need their own individual education experience to adjust and transform accordingly.The purpose of this study is to examine the process of adjusting and transforming the experience of mobile teachers to their own education,Analyze the necessity and feasibility of teachers' experience of individual education,exploring the contents and ways of transforming individual teachers' educational experience.The full text is divided into four parts,the contents are summarized as follows: The first part combs the existing literature,the research has mainly focused on the flow of teachers from the macroscopic aspect,and paid little attention to the teaching effect and adaptability of mobile teachers in the process of flow.Based on this research status quo,this study examines the process of adjusting and transforming individual teachers' experiences in order to take the initiative to adapt to the new educational environment under the background of teachers' mobility.The second part of the study design,identify case studies that are highly compatible with this study,and a clear study of the object selection,data collection methods and research processes.The third part of the case through the low of teacher L teacher case,analysis of teachers in the process of flow due to the teaching object and the new teaching situation faced by the teaching experience,management experience and experience in moral education challenges and its efforts to respond to these challengers.The fourth part is based on the third part,analysis of L teachers to individual education experience transformation of the necessity and feasibility,and explores the way to transform their own educational experience “Reflection-Practice” and “Dialogue-Training”.