Study On The Structural Elements And Development Strategies Of Primary And Secondary School Teachers' Learning Power

It is known to us all teachers' professional development is of great value to deepening curriculum reform,promoting teaching reform and improving social development.Teachers' learning is one of the important ways to promote the construction of high-level teachers and realize the professional development and personalized growth of teachers.Effective learning activities of teachers cannot be separated from the continuous effective of Learning Power.Teacher Learning Power is the dynamic capability system,which produced in the process of the teachers' learning activity and will play an important role throughout the whole learning process.Teachers with strong Learning Power not only have self-directed learning ability,actively seek learning opportunities,spontaneously participate in learning activities,but also can realize self-growth,independent development and self-transcendence in teaching practice.However,throughout the teachers' learning in different fields,it is common for teachers to doze off and play mobile phones in the Teacher Training classes.In the school-based research,lectures are always regarded as "watching",class assessments are regarded as "tasks",open classes are defined as "difficulties".Because of the contradiction between work and study even poor self-control,it is difficult for teachers to be continuously involved in learning.There is no doubt that the lack of Teachers'Learning Power is an important factor that causes the low-level learning quality of teachers.Therefore,how to solve teachers' learning dilemma to promote teachers'independent growth through the development of Teachers' Learning Power has become a hot topic in the field of teachers' post-work education.Based on the literature research and the Delphi Method,this study constructed a five-element structure model of primary and secondary school Teachers' Learning Power,including source power,executive power,willpower,transfer power and reflective power.Then we compiled a scale for measuring Teachers' Learning Power from five-element structure model.Through further deeply analysis the connotation of each element in Teachers' Learning Power and their relationship,the research puts forward a hypothetical model of the structure and role relationship of primary and secondary school Teachers'Learning Power,which contains 11 research hypotheses.Then,the study surveyed 387 primary and secondary school teachers by using the random sampling method and the snowball sampling method,online questionnaires and offline questionnaires were distributed simultaneously.Finally,the structural model analysis method was used to verify and optimize the element structure model of primary and secondary school Teachers' Learning Power,focusing on exploring the relationship between each element,the relationship between each element and Learning Power.According to the study,We put forward five suggestions to develop Teachers' Learning Power:1)stimulate teachers' source power to trigger teacher' learning willingness;2)improve teachers' executive power to ensure teacher' deep participation;3)train teachers' willpower to ensure teachers' continuous learning;4)develop teachers' transfer power to deepen the learning effect;5)cultivate teachers' reflective power to form an effective learning cycle.