Research On The Optimization Of Teacher Cooperation In The Curriculum Integration Of Primary School

The complex social problems in the real situation need students to use comprehensive ability to solve,but most of the students' fragmentary ability acquired in the long-term subject education is not enough to deal with.In this context,curriculum integration is not only the necessary way to cultivate students' comprehensive ability,but also the need to promote the basic education curriculum reform and implement the core quality cultivation goal.Curriculum integration is not a single teacher's work alone,it needs the cooperation of multi-disciplinary teachers,multi-grade teachers and multi regional teachers.At present,the curriculum integration of primary and secondary schools in China is in the exploration stage.How to cooperate and how to play the best effect of cooperation in curriculum integration has become an important issue worthy of study.Based on the theories of social interdependence,social interaction and learning organization,the research combs the existing researches on curriculum integration and teacher cooperation by literature method,demonstrates the necessity and possibility of teacher cooperation in the practice of curriculum integration from the theoretical perspective,and analyzes the path,type and embodiment of teacher cooperation in school curriculum integration.Based on the above research,this paper studies the content,form,characteristics,effectiveness and influencing factors of teacher cooperation in the curriculum integration of J primary school,which is implementing curriculum integration.Through on-the-spot observation and interview,it is found that the types of curriculum integration in J primary school involve the integration within disciplines,interdisciplinary integration and interdisciplinary integration.The main content of teacher cooperation is to determine the integration theme,select teaching content,design teaching activities,carry out teaching evaluation and share teaching experience.The main forms of teacher cooperation include but are not limited to collective lesson preparation,collaborative teaching and teacher apprentice pairing And workshops.Through the analysis of the content and form of teacher cooperation in the practice of curriculum integration,the main characteristics of teacher cooperation are abstracted as follows:Taking theme exploration as the carrier,mutual cooperation culture as the basis,teachers' joint teaching and research as the way,and students' all-round development as the goal.With the promotion of curriculum integration,the teacher cooperation in J primary school has been gradually normalized and institutionalized,but there are also some problems such as insufficient cooperation,formality and "free riding".Combined with the consideration of problems and interviews with teachers,it is concluded that the main factors that promote teacher cooperation in the curriculum integration of J primary school are that the teacher team has a common goal,a clear cooperation system and a good cooperation culture;the obstacles are that the willingness of teachers to cooperate is insufficient,the burden of teaching is heavy,the integration ability of teachers is weak and the management and evaluation of schools are absent.Based on the above research content,combined with the actual situation of the case school,this paper puts forward the optimization strategy of teachers' cooperation from the four aspects of cooperation willingness,cooperation behavior,cooperation ability and cooperation motivation,that is,to create a good atmosphere to stimulate teachers'cooperation willingness;to build a cooperation platform to promote teachers' cooperation behavior;to carry out relevant training to improve teachers' cooperation ability;to optimize the evaluation system To enhance the cooperation power of teachers.