Research On The Construction Of Teachers' Transformative Learning Model

Transformative learning refers to the concept system when individuals find itself inherent conflict with the current situation,through questioning,critical reflection continuously review and revise their existing significance point of view,to resolve the practical difficulties to adapt to the new situation,make their own behavior,thoughts and spirit is the process of change.As the third route of studying adult learning activities,transformative learning has certain reference significance to teachers' learning.From the perspective of teachers learning in the current study,most of teachers' learning to teachers' individual characteristics as a starting point,such as: personal experiences,knowledge of construction methods,the ability of critical reflection and so on.At the same time,the focus on learning knowledge and skills is transferred to teachers' individual emotional experiences and spiritual culture,and more attention is paid to the development of teachers.These concerns shift towards learning theory and qualitative change in the study of adult,mental,emotional,rational basis points is tend to be consistent,to a certain extent,learning about the teacher to study and put forward the common concerns,researchers are trying to find a new direction for teacher learning research,and Transformative learning theory is a new road sign.For teachers,Transformative learning is indispensable for their personal growth,and teachers' Transformative learning is the necessary way to fulfill their responsibilities and fulfill their social mission.It is the important path to confirm and correct the cultural identity of teachers and highlight individual characteristics.It also manifests themself as the value of "human",and seeks the ultimate ownership of the happiness of life.This study of the Transformative learning of Mezirow's theory as the foundation,Based on the qualitative construction and realistic deconstruction of teachers' transformative learning,this paper analyzes the transformative learning of teachers from three aspects: the structural dimension,development stage,and support structure of teachers' transformative learning.The mechanism of learning is used to construct a transformative learning model for teachers and to verify the rationality and feasibility of the model.First of all,using the literature research method,on the basis of clarifying the essential characteristics of transformative learning,it remodels the connotation of teachers' transformative learning,establishes the value standard of teacher's transformative learning,and constructs the content area of teachers' transformative learning.Then,through interviews and case studies,interviews were conducted on the transformative learning processes of four teachers at different levels and types of schools to understand the transformative learning process of teachers and to deconstruct them.The basic thread of transformative learning was analyzed and teachers were analyzed.The motivation of transformative learning,the distortion meaning structure,and the process characteristics of the occurrence stage understand the selection path of the teacher's transformative learning,and organizes and summarizes the important factors that affect the teacher's transformative learning.Finally,from the internal changes of the teachers themselves and the support of the external environment,the conditions under which the model can be implemented are analyzed,so that the model can be applied in practice,so that teachers can fully understand and learn transformative learning.It has been found that transformative learning of teachers is a long-term process,which can occur in the work life and in the extracurricular life.Rational,mental,emotional,is a teacher of the transformative learning three dimensions,conflict,reflection,action,integration,change the five stages of development is the basic process of teachers' transformative learning,in the initial stage of learning teachers' transformative learning,the generation of cognitive conflict is likely to be caused by the change in life,there is also the question of can be accumulated for a long time,the contradiction of.In the process of the development of specific,teachers' transformative learning shows the characteristics of its own: significance of the distortion meaning structure from fuzzy to gradation,that is the change of periodic and polymerized phase of the periodic and flexibility.Self-reflection and dialogue with others are two important supports for teacher's transformative learning.Both are indispensable.In addition,will be affected by many factors,teachers' transformative learning mainly includes individual cognitive and emotional experiences and personality characteristics of internal individual factors,as well as the important support others,group learning,situation of external environmental factors.