Research On The Collaborative Development Of Teachers In Enshi Tujia And Miao Autonomous Under The Background Of Collectivization

At this stage,after the standardization of compulsory education schools in my country,it has shifted from improving hardware facilities to improving the level of teachers to seek high-quality development of education.Adopting the method of teachers’ collaborative development is one of the effective ways to bridge the educational gap,promote educational equity and achieve high-quality educational development.However,at present,the research on the collaborative development of teachers is mostly concentrated on a single group of teachers or a single dimension;The practice of collaborative development of teachers is also mostly shallow collaboration,that is,simply reorganizing and allocating resources,but has not yet carried out deep and substantial complementary advantages,and has not achieved the expected effect of cooperation and win-win.In recent years,Enshi Prefecture has also kept pace with the times,adopting the group school-running method of "famous schools-weak schools" to promote exchanges and interactions among teachers of each school,in order to promote the sharing and co-construction of inter-school educational resources.However,in reality,like many other regions,there is a big gap between its effectiveness and expectations,and the effect of improving the level of teachers in weak schools and achieving mutual complementarity and win-win results is still not obvious.Based on the four dimensions of teacher collaborative development content,teacher collaborative development method,teacher collaborative development effectiveness and teacher collaborative support measures.Through in-depth field investigations and interviews in Enshi Prefecture,combined with questionnaire surveys,it was found that under the background of group school-running in this area,teachers’ collaborative development mainly exists: the operability of collaborative development goals is not strong,the subject of collaborative development benefits is relatively single,There are problems such as insufficient diversity of collaborative development content,low utilization rate of collaborative development resources,and lack of feedback mechanism for collaborative development results.Further analysis of the problems from the two major subjects of the group school and the teacher group,and found that the specific reason for these problems is the lack of macro guidance of the school-running concept of coordinated development within the group,The lack of a scientific and systematic management system for coordinated development within the group,and the formulation of various policies for coordinated development did not take into account the main needs of teachers and the game of interests among members of the school,resulting in synergistic results that did not meet expectations.Finally,based on the four specific synergistic levels of this research: collaborative development content(goal planning,curriculum teaching and research,information construction,teaching implementation),collaborative development methods,collaborative development effectiveness evaluation,and collaborative development support measures,according to the main problems in reality,Formulate a multi-coupling plan for the coordinated development of teachers in ethnic areas under the background of group school running.Specifically,coordinating and planning the coordinated development of teachers to form a substantive community;improving various evaluation and supervision mechanisms,and ensuring that policies are implemented in place;Extensively solicit the opinions of teachers from all sides and respond to the main needs of teachers;balance the interests of member schools to achieve mutual benefit and win-win results for all parties.In order to form a multi-coupling system with dynamic internal drive and deep collaborative development among teachers.