Research On The Problems And Countermeasures Of The Construction Of Primary School Teachers' Professional Learning Community

Primary school teachers' professional learning community is considered as an important and effective way to promote the professional development of primary school teachers.American educator Ernest Boyer once said,"Building a real learning community is the key factor of effective school education." Primary school teachers' professional learning community is an organic organization that can accommodate the heterogeneity among members' roles,promote the realization of individual visions,and stimulate the subjective consciousness of teachers' professional development.Through cooperation and interaction,teachers can not only enrich their own knowledge,but also construct their own professional role,and the construction of teacher collaboration culture is also strengthened.Members observe each other,compare and reflect,share experience and learn from each other in the community.This spirit of exploration and openness is an important driving force for the professional development of primary school teachers.This paper takes Chengdu P Primary School as an example.Based on the theoretical research on the development and construction of teachers' professional learning community,this paper analyzes the survey results through literature review,questionnaire,interview and participation observation,explores the essential problems behind the phenomenon and makes attributions,and puts forward countermeasures to promote the construction of primary school teachers' professional learning community.First of all,on the basis of literature review,this study discusses the elementary school teachers' professional learning community of teachers' professional development and the importance of improving education quality,from the Angle of research contents,combed the teacher professional learning community concept,influence factor,core characteristics,development and construction of model theory,on the basis of the theory,to clarify the connotation and characteristics of teacher professional learning community concept,as later the theory basis for construction situation analysis of the case.Paper in the second part is the investigation into the status quo of research object,combined with the questionnaire survey data and interviews from hord to define the five dimensions of teacher professional learning community,"Shared values and vision","sharing and supportive leadership","supporting conditions","mutual learning and application" and "sharing personal practice" frequency and descriptive analysis.In the third part of the paper,based on the practice of the case school,the problems are found as follows: lack of consistency of common vision,lack of democracy and participation of shared and supportive leadership,limitation of cooperative learning platform and system,ineffective joint learning and application,and lack of willingness of some teachers to share and evaluate feedback,etc.These problems are mainly caused by the lack of empowerment of teachers by school leaders,the lack of experience and occupational burnout of teachers,as well as the limitations of the system,platform and teacher culture on the professional development of teachers.Based on the above problems and reasons,this research to influence teachers' professional learning community construction logic to discuss countermeasures of subjective and objective factors,subjective factors mainly refers to the specific location of members role for schools,cooperate with the related system objective factors including schools,teachers,learning organization and platform of the update,and group culture cultivation,teachers from these four aspects put forward countermeasures for promoting the construction of primary school teachers' professional learning community.