A Study On The Types Of Teachers' Teaching Research Community In Primary And Secondary School

Teaching research is a principal way for primary and secondary school teachers to achieve professional development,which is also very important to enhance the teaching level,improve the quality of teaching and deepen the educational reform.With the continuous development of practice and research,the focus of teacher teaching research gradually shifted from emphasizing the professional reading of teachers and the training of teachers to the construction of teaching and research community.In practice,teachers' professional development and teaching research styles are varied and complicated,such as competition-class,open-class,seminar-class,collective lesson preparation,network training and so on.Although these teachers teaching and research activities offer a greater help for their career development and teaching level increasing,but the so many which called professional learning activities that often exert heavy pressure on teachers' work and daily life,which shift the activities into a burden.Beside,in some teaching and research activities,many teachers do not understand the essence of each teaching research activities,couldn't grasp the characteristics and significance of the professional growth,thus often make a lot of teaching research activities a mere formality.In fact,each teaching and research activities have their own unique characteristics and functions,and each types of teaching research activities is different because of the distinct relationship among members and varied conditions supported by the environment in actual operation.This study utilize social network analysis method,from the perspective of teaching research activities' number of the participants,the nature of personnel(homogeneity / heterogeneity),communication methods,personnel relations and other dimensions to analysis the types of community.This thesistheoretically inquiry the nature and the characteristics of different types of teaching research community,and explore its significance and function foe teachers' professional development.The first part of this study explains the basis theory of the division of teaching research community from three aspects.First of all,in the perspective of typology to explain the way of division of the community base on the theory of classification of the community which propose by Ferdinand T?nnies,Marx Weber,Georg Simmel,Emile Durkheim and other classical sociologists.And then study the connotation,elements and structure of the community,summarize three community types and re-interpret its essence and connotation.Finally,use social network analysis as the research perspective,combine with the practice of three teaching research community activities,and construct teaching research community practice model and its analysis framework.The next three chapters examine the characteristics,attributes and characteristics of the three community types and their functions and meanings on the professional development of teachers in the case of Mentoring system,Teaching and Research Groups and University and Schools Partnership.The intimate relationship between members is the core and foundation of building intimate communities.The intimate model of the teaching research community is a tacit understanding each other,and the direct interaction.their goals are the integration of each other.This kind of homogeneous two-person communication can break the alienation on the process of teaching and research,but in a certain extent,it also may limit the professional development of teachers,and format "crony" relationship in the process of professional development;Civil model The organization of democratic consultation is organized by the core and the foundation of the citizen community is homogeneous multi-person contacts,the community's goal is "comrades of unity." This kind of multiplayer interaction may be in the process of teaching and research through mutual exchange,discussion and consultation to achieve the point of view of the collision,with the idea sparks to promote professional development of teachers.But the consultation itself metaphor a compromise.Scientific experience and historical revelation of us,the truth,despite the need for the power and wisdom of the public,but the truth is definitely not the result of compromise,democratic consultation even may stifle the truth;the pursuit of the common interests of both sides is to build the interests of the community core and foundation.Benefit model of the teaching and research community product by the current market economy and full participation in the concept of a metaphor generatedby the two heterogeneous groups of cooperative exchanges.Although the interests of the community for the integration of educational theory and practice provides a path,and may achieve a win-win university and primary and secondary schools,but the pursuit of the interests of their own interests to achieve the essence of education,"the love",produced a number of university primary and secondary cooperation The inevitable obstacle.In the last chapter,based on the reflection of the three types of teaching research community,this thesis puts forward a theoretical model of teaching research community,which requires teachers to participate in the teaching research activities as the fundamental premise,with educational belief as the core force of cohesion of community,And then to achieve complete,direct contacts with each other in teaching research community activities.Revelation teachers in the professional development process to attach more attention toward the importance for the subjectivity of teachers,enthusiasm and initiative,and the formation of a certain educational beliefs,to achieve their own professional sustainable development.