A Case Study Of The Status Quo Of University Teachers’ Learning Methods

With the promotion of lifelong education and the promotion of education reform,teacher learning has gradually been used as one of the important ways to improve the quality of education,school improvement and student development.However,limited by tool rationality,teacher learning is mostly limited to the means or ways related to the development of teaching skills and the improvement of student performance.System policies and activities such as education training and teacher education based on this put teachers in the position of learning.But for teachers’ own professional learning needs,teachers’ needs for learning as a characteristic person have received less attention.Therefore,the purpose of this article is to take S University as a case study,using interviews and observation research methods to understand teachers’ learning and working conditions,listening to teachers’ own voices,and observing teachers’ learning status in real education and teaching life,so as to provide a complete life.From the perspective of meaning,we have an indepth understanding of how to learn as a complete person as an educator and a characteristic person,and what is the learning cognition that supports its choice of learning mode.At the same time,on this basis,in-depth analysis of the influencing factors of teacher selection and formation of learning methods.This research mainly presents teachers’ learning styles,and excavates the important factors that support their selection and formation through the status quo of teachers’ learning styles.Through the investigation,it can be seen that the learning methods of S University teachers mainly exist in the way of initiative,inquiry and reflection.For teachers’ active learning methods,there are mainly teachers’ self-directed learning and cooperative learning with others;for teachers’ reflective learning methods are mainly teachers’ reflection on teaching emotions or the objective development of teaching;for teachers’ exploratory learning methods,they are mainly about teachers’ overall education Exploration of teaching or teaching problems.Teachers’ learning methods show the characteristics of autonomy,purpose,and practicality.Furthermore,through the description of the fact that the learning methods of teachers in S University actually exist,it is found that the main factors affecting teachers’ learning methods are: first,teachers’ self-identity and professional feelings serve as internal value support to promote the formation of teachers’ learning methods cognition;second,Objective career development and institutional norms as objective standards affect the purposeful choice of teachers’ learning styles;third,teachers’ requirements for practice and cognition of lifelong learning are ways to drive the formation of teachers’ learning styles as internal motivations.Through the explanation of the actual state of S university teachers’ learning,this research obtains relevant enlightenment and suggestions.Firstly,encourage teachers to be self-development planners,which can form teachers’ correct identity cognition;Secondly,Objective career development and institutional norms as objective standards affect the purposeful choice of teachers’ learning styles;Furthermore,the teacher encourages teachers to be self-definition in constant changing,making teachers to form a comprehensive development needs of knowing and seeing;in fact,encourage teachers to form a self-guided learning in parallelism,so that teachers form a multi-learning pathway.