A Study On The Construction Of A Learning Community For Rural Primary School Teachers

The rural primary school teachers' learning community is based on a shared vision.In a harmonious atmosphere of democracy,equality,and trust,the organization of rural primary school teachers' individual and collective growth is achieved through learning and cooperation.It has the ideal characteristics of five aspects:"Comnon Vision" for future development,flattened organizational structure for sharing power,cooperative learning for promoting professional development,community activity for systematic and openness,and supporting conditions for joint learning.Its construction is conducive to breaking the phenomenon of "autonomous isolation"in the professional development of teachers in rural primary schools;forming a"learning organization" for rural primary schools and constructing a sound teacher development ecology;improving the overall quality of rural primary school teachers and narrowing the gap between urban and rural education development.Therefore,optimizing the construction of rural primary school teachers' learning community has a profound impact on promoting teacher professional development and improving the quality of the school.On the basis of collecting a large amount of textual data,this paper takes five rural elementary schools in G County,Jiangsu Province as an example,and uses questionnaires,interviews,etc.,to identify rural elementary school teachers'identity of the school's development vision and the "common vision" development process.The participation rights of decision-making,the motivation of participation in community learning,the community learning atmosphere,the content and mode of community activities,and the supportive conditions for joint learning investigate the current situation of rural primary school teachers' learning community construction and find that they mainly have the following Question:Rural primary schools and teachers have low "sharing" in their development vision;rural elementary school administrators fail to establish their awareness of decentralization;teachers are difficult to participate in the vision for joint consultation;rural primary school teachers have weak awareness of professional collaborative learning and lack of capacity;rural primary school teachers Learning the unilateralization of the contents of the community activities and the simplification of the model;the supportive conditions for the construction of rural primary school teachers learning community are not sufficient.The main reasons for these problems are:The pyramidal organizational structure in rural primary schools is difficult to achieve co-governance,rural primary school teachers emphasize 'education','study',individualist teacher culture is common,and rural elementary schools lack an external environment for teacher collaborative learning.In order to solve the problems existing in the construction of rural primary school teachers' learning community,we propose improvement strategies from the following aspects:a reasonable reference to the successful experience of foreign "teacher learning community" construction;rural elementary school administrators should assist teachers in establishing a "community vision" of the learning community;Organizational structure,training "leadership teachers in rural primary schools";pooling group strength,strengthening the professional cooperation and learning of teachers in rural primary schools;building a three-dimensional rural primary school teacher learning community based on teaching and research groups;optimizing training and evaluation models for rural primary school teachers to enhance Learning community cohesion;fully provide time and material guarantee for rural primary school teachers to learn community activities.