The Construction Of Teacher Learning Community On Self-Organizing Theory

Teacher learning community, as to a new way to promote teacher’s professionaldevelopment, is a hot topic of teacher education research. How to develop the teacher learningcommunity, and how to go along with the construction of teacher’s learning community areproblems of this paper to study.It covers five components:The preface covers the reason why to propose the topic, the domestic and abroad research,study methods and the significances. This paper studies the construction of teacher learningcommunity of middle and primary school and implants self-organization theory, and then itelaborates the direction of the teachers, and the optimization of the learning community road.The main research methods are literature method, case method and comparison method.The first chapter mainly explains the contemporary mission and the path of teachers’professional development, and then it brings in teacher learning community, and highlights itsresearch value and importance.The second chapter mainly from the theoretical level and practical experience clarifies theteacher learning community of the current developmental state. Firstly, it analyses theconnotation of teacher learning community, the evolution of teacher learning community andfunction and characteristics of teacher learning community. Secondly, it elaborates thepractice achievements and experiences on the teacher learning community respectively fromthe foreign and domestic these years.The third chapter mainly introduces self-organizing theory. Firstly it expounds some basicviews about self-organizing theory, and then examines teacher learning community on theself-organization view to analyze the self-organizing feature of community. Finally, it turnsover to think problems and obstacles of our teacher learning community (especially theteaching and research group) based on the perspective of self-organizing theory.The fourth chapter aims to seeking for the way to teacher learning community. Firstly, itexpound the external conditions (fully open) and the key mechanisms (culture creation,empowerment, dialogue and consultation) that teacher learning community system need intheories. It tries to build appropriate environments for self-organizational communities todevelop independently and continually. Finally, it introduces a case to show the real road to teacher learning community.At last, it leaves a good hope to construct natural cooperation teacher self-organizationallearning system.