Research On Cooperative Optimization Strategy Of High School Teachers From The Perspective Of Social Interaction Theory

Teacher cooperation is one of the important means of teacher professional development,which has an important influence on cultivating students’ all-round development and improving teaching quality.Under the background of a new round of curriculum reform,how to optimize the path of teacher cooperation and improve the effect of teacher cooperation is an important issue worthy of attention and exploration.This study focuses on the cooperation of senior high school teachers from the perspective of Social Interaction Theory,aiming to deeply explore the main factors that affect teachers’ cooperative behavior and interactive relationship,and propose feasible teacher cooperation strategies to give full play to its value and role in improving teaching quality and promoting school construction.This study uses the theory of Symbol Interaction,Role Interaction and Social Exchange Theory to construct the analysis framework of teacher cooperation,and reexamines the connotation and the pursuit of teacher cooperation.Based on the mixed research design,a questionnaire survey was conducted among 202 teachers in S Middle School of S City.In-depth interviews were conducted with 15 teachers and administrators;Based on the SPSSAU platform,the questionnaire data were statistically analyzed,and the overall status quo of school teacher cooperation was investigated.Through in-depth analysis of interview data,the difficulties and causes of teachers’ cooperation are explored,and on this basis,suggestions for optimization are put forward.It is found that teachers are faced with many problems in cooperation.In terms of perception of cooperation,teachers’ understanding of cooperation is superficial,and it is difficult to reach an agreement on understanding of cooperation.In the aspect of cooperative behavior,the emotional connection between teachers is lost,and the cooperative action is difficult to go deep.In terms of cooperative environment,the cooperation of teachers in schools is insufficient,and the cooperation effect is difficult to improve.In addition,managers agree with teachers’ cooperation in thought,but they cannot follow the example in action.The reason is that teachers’ cooperative ability and accomplishment restrict their input in cooperative activities.The unreasonable assessment of schools reduces the degree of trust among teachers and the lack of natural cooperation culture hinders the formation of teachers’ learning community.Teachers lose their cooperative subjectivity due to the serious dislocation of hierarchical thought and professional guidance.Based on the above analysis and thinking on the theory of Social Interaction,this study puts forward some suggestions on optimizing teacher cooperation at the micro level of individual teachers: improve teachers’ cooperation ability and accomplishment on the premise of respecting individual differences;Create a natural cooperative culture of teachers based on the relationship of "significant others";Construct teacher professional learning community through open interactive platform;Improve the teacher evaluation system to balance the tension between teacher cooperation and competition;Construct the flat management mode to strengthen the professional guidance of teacher cooperation.