Research On The Construction Of Primary School Teacher Professional Development Community

In the 21 st century,with the increasingly fierce international competition,all countries regard education innovation as the most important part of the national modernization.The quality of education depends on the overall quality of teachers.Establishing a high-quality teacher team is a common strategic measure adopted by all countries in the competition of comprehensive national strength.In order to meet the needs of the national basic education reform to develop in depth,it is imperative to change the situation of Guangxi,in which the overall development level of basic education in is not high,the reform mechanism is not smooth,and the regional development is not balanced.Taking the national macro level as the leading role,the national education and teaching reform ideas and thoughts are accurately transmitted by stimulating the endogenous force of the local subjects,and a differentiated and diversified teacher professional development community is builded by taking the guangxi special teacher workshop as the carrier of regional teaching reform.However,due to the limitations of their own knowledge structure,primary school teachers are faced with great challenges in the practice of teacher professional development community which fails to fully play their role in promoting teacher professional development.How to construct the primary school teacher professional development community? Domestic and foreign scholars mostly focus on the macro level of theoretical research and strategic factors,and less attention to its construction mechanism.Mainly on qualitative research,this study adopts the method of instrumental case study,with Z special-class teacher workshops as a case.Starting with the background of teacher professional development community,we review the teachers' professional development community and special-class teacher workshops.Based on understanding the related concepts about teachers' professional development community,we explore the process of the construction of the Z special-class teachers' professional development community,and analyze the building mechanism of elementary school teachers' professional development community,and understand the elementary school teachers' professional development community action mechanism topromote the development of teachers.This study consists of the following five parts:The first part,introduction.This paper mainly expounds the research background,research purpose and significance,the main content of the research,and research design.The research background is the dilemma of the professional development of primary school teachers.By analyzing the internal relationship between the professional development community of primary school teachers and the development needs of primary school teachers,this paper expounds the necessity and importance of the professional development community of primary school teachers to the development of primary school teachers.Based on the domestic and international review of the research on teacher professional development community and special teacher workshop,this paper defines the concepts of teacher professional development community and special teacher workshop,which lays a foundation for the follow-up research.In order to further explore the situation of the establishment of primary school teacher professional development community,this study mainly adopts the method of participatory observation and semi-structured interview to collect data.The second part is the theoretical foundation of teacher professional development community.This paper summarizes the theoretical basis of teacher professional development community and further analyzes its enlightenment for this study.The third part is the construction mechanism of the primary school teacher professional development community.By means of participatory observation,it directly enters the operation "field" of the case Z special teacher workshop,and deeply investigates the construction process of the teacher professional development community of the Z special teacher workshop.Furhtermore,we rationally analyzes,summarizes and extracts the construction mechanism of the primary school teacher professional development community.The fourth part,we analyze the problems and causes in the construction of primary school teacher professional development community.Based on the field research and qualitative text analysis results of the Z special class teacher workshop,the following problems are found in the construction of Z workshop primary school teacher professional development community.Community management is not standardized and the organizational learning ability should be improved.The community lacks attention to the needs of students,and the evaluation mechanism is too utilitarian.There is a lack of deep cooperation among teachers in the community,and the teacher culture is negative.The contradiction of work-study affects the continuity of community learning and the effectiveness of activities is not strong.Teachers' teaching and research ability is generally not high,and their professional quality should be improved.The causes of the problems are analyzed.The fifth part is the improvement strategy of constructing the elementary school teacher professional development community efficiently.In view of the above problems in the construction of primary school teacher professional development community,the researcher proposes the following improvement strategies from the three levels of school,community and teachers according to relevant education and teaching theories.School level: Pay attention to the optimization of security mechanism and evaluation system.Forming a flat organizational structure and creating an open and democratic cultural atmosphere;Establish the guarantee mechanism in time and space to form a stable teacher professional development community;Perfect teacher evaluation standard,and perfect teacher teaching achievement evaluation system.Community level: Focus on deepening the dynamic mechanism.Foster a culture of creativity and cooperation to strengthen the cohesion of the community;Appropriately empower to members to enhance the driving force within community;Attach importance to the construction of membership and stimulate the vitality of the community.Teacher level: Attach importance to the reinforcement of incentive mechanism and the improvement of professional quality.Improve mental model and enhance self-improvement awareness;Abandon personal success and enhance the ability of cooperation,communication and reflection;Strengthen professional dialogue and enhance professionalism and self-confidence.