The Study Of Teacher-Teacher Interaction In Cooperative Instruction

"Cooperative Instruction" was constructed by Chinese scholars in 1990s on the basis of researches of cooperative pedagogy ,cooperative learning and cooperative teaching in foreign countries. In the ideas of cooperative instruction, the most attractive is interaction conception. It is that all dynamic factors in instruction are essential human resources, and the cooperative interaction of all members,including teacher-student interaction, teacher-teacher interaction and student-student interaction, should be emphasized, thus the communication system in the classroom reflects a three-dimensional dynamic cooperation characteristic. As for cooperative instruction is mainly based on the outcomes of cooperative learning, and students lacking of initiative in classroom is the dominating issue in our country. So the present studies of cooperative instruction mainly focus on student-student interaction and teacher-student interaction. The study of teacher-teacher interaction is less, so it become a relatively weak branch in the network of whole-class cooperative instruction. Based on the previous researches, this dissertation tries to probe into the interaction of teachers both theoretically and practisely, and construct the theoretical system of teacher-teacher interaction, so as to enrich cooperative instruction theory and provide effective guidance to teachers'cooperation.The dissertation sets off discussion from the following aspects. A brief introduction explains why the author does this study. The first part shows the research situation and makes conclusion that the study of teachers'cooperation is deficient although it's the requirement of education nature and age, so this study is necessary both in the viewpoints of theory and practice.The second part makes a theoretical analysis of teacher-teacher interaction in cooperative instruction. First, the author defines some interrelated concepts such as interaction, teacher-teacher interaction , and illustrates the meaning of teacher-teacher interaction in cooperative instruction, which includes any interaction between teachers in all cooperative activities both as instructor and learner. Then this part analyses the characteristics, types,mechanisms and structures of teacher-teacher interaction. The third part discusses the teacher-teacher interaction in terms of practical aspect on the investigation of typical schools.It reviews the content,extent,depth and participator of interaction to examine the status quo of teacher-teacher interaction in cooperative instruction.Then a conclusion is made that the present interaction between teachers have many problems,including the only content——knowledge,inveracious interaction,narrow range,the inequality between participators,monotone interaction form and so on.The interaction of teachers become superficial and noneffective,and lose its educational function.Then,from the perspectives of both subjective and objective the author makes an in-depth analysis of factors which effect the teacher-teacher interaction.The fourth part proposes a pattern of teacher-teacher interaction based on our own status quo of instruction,which is the innovation of the dissertation. Firstly, two cases are analysed to summarize the principle to build our own pattern of teacher-teacher interaction. Secondly, the author expounds the pattern of teacher-teacher interaction. They include: firstly, the goals of teacher-teacher interaction are not only to promote teachers'professional development, but also to improve their work environment , and make the achievement of self-harmony as well as to realize the value of oneself through harmonious communication. Secondly, building a combining interaction unit both within disciplinary and cross disciplinary can break through the parochialism of current teachers'cooperation, so that the interaction of teachers can be deepened and extended, showing a dynamic intersectant multidimensional feature. Thirdly, the author divides teacher-teacher interaction into two parts of the day-to-day interaction and special interaction, and dissertates the processes and forms of them in detail. At last, the supporting conditions of teacher-teacher interaction are elaborated.In the last part , the author calls for teacher-teacher interaction in education again .