Research On The Transformation Of English Teaching And Research Group In The Paradigm Of Professional Learning Community

The primary and secondary school English teaching and research group is an organization where teachers are engaged in teaching and research.It not only exercises the function of school administration to manage various education and English-teaching activities,but also is responsible for organizing and conducting various school-based learning,training,and teaching research activities for teachers.What's more,it's an important way to promote teacher and subject development as well as to build quality schools.With the continuous deepening of the curriculum reform and the comprehensive reform of the college entrance examination in China,higher requirements have been put forward for teachers,school teaching and research work,but the content,atmosphere and form of the original English teaching and research group activities are no longer sufficient to meet the needs of the new curriculum reform and those challenges English teachers face.Therefore,in the context of the "socialization" tendency of the English college entrance examination,English teaching should be reformed and improved.English teaching and research group must break through the content and forms of previous teaching and research work,and seek transformation to better promote the continuous professional growth of teachers and the reform and development of the school to meet the needs of the reform.At the same time,the teacher professional learning community,which is imported from the West,is considered to be an effective organizational paradigm to enhance the effectiveness of teacher learning and promote mutual trust and cooperation between teachers.It is not only an effective strategy to promote the deep reform and continuous improvement of schools,but also the best choice to break through the developmental dilemma and achieve transformation to promote cooperation and sharing among teachers.The purpose of this study is to use the organizational paradigm of the professional learning community as a strategic reference,and take the current status and problems of English teaching and research group as the starting point to find effective strategies for the transformation and reform of the teaching and research group,with a view to promoting mutual trust and cooperation between teachers and creating efficient teaching and research activities.In order to achieve this goal and to pay more attention to the English teaching and research group in the less developed regions,this research adheres to the research logic of combining theoretical analysis and empirical research,selects the English teaching and research group of two high schools of the same type in county S as the research object,and comprehensively uses a variety of research methods such as questionnaire surveys and interviews to develop relevant issues with a view to provide some strategies for the transformation of teaching and research group of all subjects.The full thesis is divided into four parts.The first part explains the background of the topic,the practical and theoretical significance of the topic,and the specific design content of the research.It also includes a review of the domestic and foreign literature review on the professional learning community of teachers and the transformation of English teaching and research group so as to identify the starting point for this study.The second part first defines the teachers' professional learning community from the perspective of historical development and integrates different interpretations of domestic and foreign scholars.Then,through the elaboration of the teaching and research group,it defines English teaching and research group from the perspective of development in terms of organizational nature,organizational structure,and organizational functions.Finally,three major theoretical foundations of this research are pointed out,including collaborative learning theory,learning organization theory,and group dynamics theory.At the same time,the relevant dimensions of the transformation and construction of English teaching and research group and the ideal form of the professional learning community paradigm have been established based on the above description for the aim of providing theoretical support and reference for this research.The third part investigates English teaching and research groups of two high schools in county S through empirical research.Through self-made questionnaires and interviews,organizational behavior and activities,organizational systems and social aspects of English teaching and research group from three levels and six dimensions are explored thoroughly and it is found that there are some problems in the English teaching and research group that need to be solved urgently:the first one is the tendency of single formalization of teaching and research activities caused by the disadvantages of traditional teaching and research;the second is the insufficient motivation for organizational development caused by incomplete and imperfect visions and systems;the third is the problem of poor organizational atmosphere caused by the lack of genuine cooperation and democracy,and the fourth problem is insufficient support inside and outside the organization caused by the lack of attention and support from all parties in the school.In the last part,based on the teacher professional learning community paradigm as a model reference,three suggestions for the transformation are proposed,including diversifying activities to overcome the formalization of the teaching and research group activities,especially for the English case study activities and inter-school teaching and research activities;optimizing the atmosphere of the teaching and research group with vision of co-creation,cooperation and mutual trust,with an establishment of a common long-term and short-term vision for teachers and an emphasis on cooperation between teachers and collective learning and sharing and also a good atmosphere for organizational cooperation;building organizational guarantees with reasonable systems and support,which advocate that school leaders share common authority and decision-making with ordinary teachers,empower teachers with empowerment through democratic management and provide enough support for development and reasonable assessment rewards and penalties for teachers so as to constitute a solid guarantee for the organization.