Research On The Development Strategies Of Chinese Teachers' Informal Learning Capicity In Senior High Schools

For a long time,formal learning such as preservice formal education,on-the-job continuing education and various curriculum reform training has played an important role in improving the quality of high school Chinese teachers.However,the growth and development of high school Chinese teachers and the improvement of education and teaching quality are closely related to their informal learning in the workplace and social places.With the advent of lifelong learning and learning society,as well as the deepening of education and teaching reform,the top-down formal training mode can no longer meet the needs of high school Chinese teachers' learning.Therefore,this paper takes the senior high school Chinese group as the research object,constructs the senior high school Chinese teacher's informal learning capicity through theoretical discussion and investigation research,proposes the senior high school Chinese teacher's informal learning capicity development strategy from the micro level.This paper is divided into four chapters to discuss the value of informal learning capicity and the possibility of its development.The first chapter is the introduction,mainly on the research significance,the goal,the method and the definition of key words as well as the domestic and foreign research present situation carries on the introduction.Chapter two is mainly about the theory of informal learning capicity of Chinese teachers in Senior High School.This chapter is divided into four parts: first,according to the core theory of informal learning to build the theoretical basis for the development of informal learning capicity of High School Chinese teachers;Second,starting from the four dimensions of informal learning capicity of high school Chinese teachers,third,according to the requirements of the development of the informal learning capicity of Chinese teachers in senior middle schools,the core competence of informal learning ofChinese teachers in senior middle schools is analyzed,this paper explores the characteristics and principles of the development of informal learning capicity of Chinese teachers in Senior High School.The third chapter,from the reality of high school Chinese teachers' informal learning and capicity development status and analysis of the reasons.First of all,design the research on the basis of theory;second,analyze the results of the research,including the basic situation of the informal learning of senior high school Chinese teachers and the basic situation of the development of the informal learning capicity of senior high school Chinese teachers;finally,according to the results of the analysis of the reasons for the following to explore the informal learning capicity of Chinese teachers to provide a basis for the status quo.The fourth chapter combined with the theoretical and practical basis to explore the development strategy of senior high school Chinese teachers' informal learning capicity,to provide targeted guidance for the relevant practical activities of senior high school Chinese teachers' informal learning capicity training.First of all,we should pay attention to teachers' professional feelings and lay the dynamic foundation for the sustainable development of senior Chinese teachers' informal learning capicity;second,we should optimize knowledge management strategies and improve the knowledge structure for the comprehensive development of senior Chinese teachers' informal learning capicity;third,we should focus on problem reflection strategies to improve the transformation effect of the deep development of informal learning capicity;finally,we should establish informal learning community,to create a humanistic environment for the full development of informal learning capicity.