The Lack Of Theory Of Rural Primary School Teachers Cooperative Culture And Construction

With the gradual deepening of teachers’ professional development as well as the new curriculum reform, people increasingly pay more attention to the importance of teachers’ culture. It is not only the inherent power of the professional growth of teachers, but also the internal support which promote the implementation of the curriculum reform successfully. Actually, the educational life world of teacher is a culture world where the stream of culture is flowing continuously. In some extent, the development of teachers is the change and creation of teachers’ culture. The teachers’ collaborative culture is the development direction of teachers’ culture, and it is an ideal teachers’ culture. In recent years, with the deepening of the concept of cooperation, the study on teachers’ collaborative culture is caused attention by scholars. In rural primary schools, due to the limitations of teachers’ quality and educational resources, teachers’ collaborative culture is particularly important for the rural primary school teachers’ development. Therefore, the study of rural primary school teachers’ collaborative culture is very necessary. In this paper, through my field investigation of teachers’ collaborative culture in rural primary schools, I find that the current collaborative culture of the rural primary school teachers is still very thin or deficient, and the good atmosphere of cooperation in culture has not yet been formed. The paper is mainly divided into four parts:Part one:Introduction part. Firstly, I propose the origin of this study, which is the logical starting point. And then I mainly use the documentation method, combing, analyzing and summarizing on the teachers’ culture and the teachers’ collaborative culture. Meanwhile, I briefly explained the significance and the method of the research.Part two:The theoretical overview of teachers’ collaborative culture. In this section, firstly, I thoroughly explain the theory of teachers’ culture and teachers’ collaborative culture, and then explore the characteristics of teachers’ collaborative culture. Finally, I analyze the theoretical basis of teachers’collaborative culture.Part three:The present situation of the rural primary school teachers’ collaborative culture. The construction of rural primary school teachers’collaborative culture is based on the fully understanding of the current status of teachers’ collaborative culture. In this part, observation method and interview method mainly is used for the investigation of the present situation of rural primary school teachers’ collaborative culture. Through the investigation, I find these questions in the group of rural primary school teachers:the prevalence of individualism teacher culture; the deviation of collaborative sense and collaborative behavior; the formalism of collaborative culture and the cultural of "the static Mosaic". Thus, the thinness and deficiency of rural primary school teachers’ collaborative culture is revealed..And I also analyze the reasons of those questions.Part four:The construction of the rural primary school teachers’collaborative culture. This section describes the necessity of the construction of the rural primary school teachers’ collaborative culture and points out the foundation of the rural primary school teachers’ collaborative culture. From the four dimensions which is the concept level, institutional level, organizational level and time support level, I put forward some strategies of constructing the rural primary school teachers’ collaborative culture.