Study On The Problems And Countermeasures Of Cooperative Learning Of Vocational School Teachers

At present,the state attaches great importance to and supports the development of vocational education,while the key to the quality of secondary vocational education lies in the quality of teachers,and the key to the quality of teachers lies in the professional development of teachers.Secondary vocational school teachers generally improve their professional ability through independent learning.In daily education and teaching activities,teachers and teaching related personnel actively communicate,cooperate,share experience and knowledge,further promoting the in-depth learning of teachers,improving teachers’ professional skills and comprehensive ability,cooperative learning between teachers and putting teachers in a better position On the basis of large development space and platform,the professional development of teachers has been improved,and the education and teaching level of the school has been improved.In this paper,K city x secondary vocational school as an example,through the questionnaire survey,field interviews,combined with the relevant theories of teacher cooperative learning,the status quo of secondary vocational teachers cooperative learning is investigated,to find out the problems in secondary vocational teachers cooperative learning,analyze the influencing factors of secondary vocational school teachers cooperative learning,and put forward countermeasures to promote teachers cooperative learning.The research is divided into the following four parts:The first part is the introduction: mainly elaborated the research reason,the research question and the research significance.The research is based on the actual situation of secondary vocational teachers and the needs of the development of cooperative learning theory;the research status aims to summarize and analyze the connotation,elements,theoretical basis and other existing research of cooperative learning;the research adopts the methods of literature,questionnaire,interview and case study to analyze the current situation of cooperative learning of secondary vocational teachers.The second part is the theoretical overview: it defines the connotation of cooperative learning and secondary vocational teachers’ cooperative learning.Based on the study of learning community theory,learning organization theory,constructivism learning theory and social communication theory,it constructs the theoretical basis of secondary vocational teachers’ cooperative learning.The third part is the investigation and analysis: through the questionnaire survey and interview to the X secondary vocational school in K City,it shows the current situation of the cooperative learning of the secondary vocational teachers.Through the investigation and analysis of the four aspects of the relevant knowledge,specific development,interpersonal relationship and school support of the secondary vocational teachers,it reveals the existing problems and makes an in-depth analysis of the causes of the problems.The fourth part is the strategies to promote the cooperative learning of secondary vocational teachers: first,in the process of education and teaching,secondary vocational teachers should constantly update their ideas,strengthen teaching reflection,improve teachers’ professional skills,learn to think about problems systematically,and enhance the awareness of interdisciplinary and interdisciplinary cooperative learning;second,schools should reasonably organize teachers to carry out cooperative learning,and improve the cooperative learning of secondary vocational teachers In order to provide high quality cooperative learning environment for secondary vocational school teachers,the school should improve cooperative learning management mechanism System,establish school-based network learning platform,provide technical support for teachers’ cooperative learning,strengthen school enterprise contact,improve the efficiency of teachers’ cooperative learning,improve the evaluation mechanism,and improve the initiative of teachers’ participation in cooperative learning.