A Study On Cross-border Learning Mechanism Of Primary And Secondary School Teachers

In the context of the current educational revolution,teachers’ learning environment is constantly expanding,full of complexity and uncertainty.How to achieve continuous and effective learning in the complex change situation is an important issue of teacher professional development at present.More and more teachers gradually go out of the inherent kingdom and boundaries of personal teaching,not limited to the vertical growth of professional knowledge,and strive to seek cross-border learning.As a new way of learning and learning ideas,cross-border learning can promote teachers to examine education and teaching problems from different angles,different positions and different starting points,and broaden their educational horizons.Therefore,it is of great value to explore the process and mechanism of cross-border learning for primary and secondary school teachers to promote their professional growth.First of all,on the basis of sorting out the literature related to boundary and cross-border learning,cross-border learning and teachers’ cross-border learning,this thesis explores the two problems of why primary and secondary school teachers conduct cross-border learning and where cross-border learning occurs.On the one hand,it analyzes the motivation of teachers’ cross-border learning from three dimensions: policy environment,teachers’ learning and students’ needs.On the other hand,it analyzes the multi-level and multi-dimensional boundaries that teachers encounter in the field of education,and points out that the cross-border learning situation formed across different activity systems is the place for cross-border learning.Secondly,based on the cross-border learning mechanism theory of Ackermann and Baker,this thesis analyzes the process of cross-border learning of primary and secondary school teachers through three cases,and then summarizes the inter-boundary learning of teachers of fracture type,one-way evolution type and circulation type.The result trend of different types of teachers’ cross-border learning is analyzed: in the fractured cross-border learning,teachers acquire knowledge for practice and expand their theoretical horizon,but most of the theories are divorced from teachers’ experience and teaching practice,and there is a tendency of mechanical transfer of external knowledge.In the one-way evolutionary cross-border learning,teachers actively construct the knowledge in practice,but due to the limitations of personal experience,there is a tendency of understanding deviation.In cyclic cross-border learning,teachers can reconstruct and generate practical knowledge,but due to the limitations of external conditions and teachers’ initiative,it cannot be normalized.To explore the relationship between different types of cross-border learning: the three types of cross-border learning exist simultaneously and parallel in terms of learning forms.From the perspective of learning nature,the results of the three types of teachers’ cross-border learning tend to be complex,and only when they conform to the characteristics of effective learning can cross-border learning be effective.Thirdly,it focuses on the intermediary tools of cross-border learning for primary and secondary school teachers,and then analyzes the subject and object of cross-border learning,as well as their functions and roles in cross-border learning.It is pointed out that the boundary object is the carrier of cross-border learning,which promotes the cross-border learning of primary and secondary school teachers through knowledge reference,knowledge transformation and knowledge reform.As the main body of cross-border learning,the crossover mainly includes the crossover self-consciously,the crossover assistant and the crossover promoter,and plays different roles in the crossover learning of primary and secondary school teachers.The teachers who are active in trans-boundary learning are the dominant ones.Cross-border assistants are directed to principals and school administrators,creators of learning resources and learning opportunities for teachers’ cross-border learning,silent supervisors and "small people" who are sincere in their words,sewing workers who sew up teachers and external experts and change agents who promote teachers’ cross-border learning.Cross-boundary facilitator refers to external experts such as university professors and teaching and research staff,who are the input of theoretical knowledge to promote teachers’ cross-boundary learning,the pulse reader of key nodes,the evaluator of broken bones and sharp points,the translator of advanced theories,the connector of cross-school teaching and research,and the guide and supervision of learning.Based on the above research,a mechanism model of cross-border learning for primary and secondary school teachers is constructed,and factors affecting cross-border learning for primary and secondary school teachers are summarized from the three levels of institution,interpersonal relationship and individual,and suggestions are put forward to promote cross-border learning for primary and secondary school teachers.