A Case Study On The Construction Of Primary School Teachers’ Community Of Practice Under The Background Of Educational Informatization

Teachers’ community of practice is the main way of school reconstruction,which plays a key role in improving teachers’ teaching behavior,promoting the transformation of school ecological culture and coping with uncertain factors in the process of transformation.At the same time,in the current information environment,the integration of education and information technology has reached the extreme.With the great convenience brought by informationization,teachers’ community of practice makes full use of information technology,thus innovating teachers’ professional development mode,promoting the modernization process of teachers’ education,further promoting the all-round development of teachers and promoting the sharing of teaching resources,which has become an objective demand and a trend of international development.It is of great practical significance to study the current situation of constructing the community among primary school teachers under the background of educational informatization,and to explore the optimization path of constructing the community of primary school teachers’ practice under the background of educational informatization.In this study,150 teachers from X primary school in Xuchang City are selected as the research objects.Firstly,through questionnaires and interviews,the actual construction and operation of X primary school teachers’ practice community in Xuchang City are investigated from four dimensions: the attitude and vision of the operating subject,the operation process of mutual assistance and sharing,the external support provided by the operating environment,and the attitude of the operating subject to educational informatization.The survey found that: in terms of the attitude and vision of the operating subject,the subject is enthusiastic about actively participating in learning,but there is still a lack of deepening the cognitive level of teachers’ practice community;The vision of individual and collective is not harmonious;In the operation process of mutual assistance and sharing,there is a single organizational form and insufficient internal motivation of the subject;The learning content is theoretical and lacks practical innovation;Strong sense of mutual assistance and sharing,but unbalanced personnel structure;In terms of external support provided by the operating environment,teachers interact frequently with the humanistic environment of the school;External resources are abundant,but the utilization rate is not high;In terms of the attitude of operators to educational informatization,there are abundant network resources,and teachers interact frequently with information technology,but online learning courses are a mere formality.The above problems are attributed to: teachers’ understanding and self-concept of teacher practice community need to be improved;Interpersonal relationships affect communication and cooperation;Schools pay insufficient attention to teachers’ personal needs;Lack of internal system in teachers’ practice community.Finally,this study aims at the above problems and reasons from building,sharing and common development;Enrich the forms of activities and pay attention to practical application;Integrate internal structure and strengthen members’ communication;Rational use of resources and optimization of learning content have improved and perfected the construction of teachers’ practice community.