The Case Study On The Process Of Teacher Learning In Teacher Studio

With the deepening of the reform of education and the advance of the lifelong education and the concept of learning society,a new challenge to more than one thousand primary and secondary school teachers has emerged in China.How to promote professional identity and how to promote the professional development in the new round curriculum reform and school change,which is becoming a hot point of current teacher education research,and teacher learning is the most direct and effective way to promote teachers' professional development.So,where does the way to teachers learning? Many education practice explorations from fundamental provide the theoretical perspectives and research directions for what our seeking.Teacher studio is undoubtedly a kind of innovation of teachers in learning carrier.In view of this,this study based on the theory of learning organization,under the guidance of the case study method,applied methods of participatory observation,interview method and physical collection,carried on the systematical investigation about teachers learn specific process of the teacher studio of N.Teacher learning process including the production stage of learning behavior,the continuing stage of learning behavior,the generation and evaluation stage of learning behavior's result,and six elements,that is learning motivation,learning objectives,learning content,learning strategy,evaluation of the results of learning,named“three phases and six element”.Teacher learning process includes the process of teachers group learning and the process of individual learning,which are all revolves around “three phases and six element” to analyze.The process of teachers group learning is based on the famous and unique three kinds of activities,including the learning activity of “pulse”in the classroom,the learning activity of “poetry reading for children”,and the learning activity of “sent to the countryside”;The process of individual learning includes the process of experiential learning,the process of self-directed learning,and the process of qualitative changed learning.On the basis of rational analysis of the process of teachers learning,found that the process of teachers group learning is given priority to with ecological learning orientation,which emphasizes the interaction ofteacher with the leadership,other teachers,students,and himself or herself in the environment,and makes together with study,work,and life,builds a Shared vision,prompts mental interaction and share the sense.It has the characteristic of the life,autonomy,aptness,interactivity,and diversification;The process of individual learning is given priority to the understanding learning is orientation,emphasis on understanding,communication,and interaction and seek assumptions and meaning in the daily life environment.Then,analyzing the invert relationship between the process of teachers group learning and the process of individual learning,and relationship between “six elements in process”.There are two kinds of relationship between the process of teachers grope learning and the process of individual learning,that is,the transfer and inheritance of ideas,and the generation and sharing of knowledge;the relationship between “six elements in process”show the meaning construction of teacher's knowledge,including superficial meaning construction and deep meaning construction of teacher's knowledge.At the same time,on the base of the rational analysis of teacher learning process of N teacher studio,also found relevant problems existing the in the process of teachers group learning.Teachers' individual initiative is lower,learning time is limited,personal developmental goals are not clear or inappropriate existing in the process of individual learning.And then analyzing the causes of these problems,puts forward the corresponding improvement strategy.Teachers' group learning problems improvement measures include promoting different teachers professionalism of ecological development,making good use of studio Wechat platform and QQ group;Improvement strategies for the problems in the process of individual learning include strengthening the teachers' professional identity,inspire teachers' initiative personality,making clear the proper personal achievement goal,and enhancing self-efficacy.