The Establishment Of Teachers Cooperation Culture In Senior Middle School New Curriculum Reform

Since2010, a new curriculum reform plan has been implemented in an allaround way in Sichuan province. It is required by the reform that class culture and teachingculture which is characterized by dialogue, cooperation and exploring shall be rebuild. A newclass resource concept believes that textbooks should not be the only class resources andteachers shall be the most important class resources. Teachers are the major power incurriculums development, implementation and management. Emphasis is given on classcultures featured by building, cooperation and involvement. The implementation of newcurriculum reform poses great challenges to the expertise of teacher as well as traditionalteaching culture. The content, character and path of new culture are quite different fromtraditional teaching cooperation. The forming of new culture is required by new curriculumreform as well as the development of schools and teachers.The paper, based on practice of the new curriculum reform in the high school of authoranalyzed the content of teacher’s cooperative culture, its characteristics and influencingfactors. By analyzing the status quo of the cooperation between school teachers, combinedwith the requirement for teacher quality, progress of new curriculum reform, the problems andreasons for cooperation culture are analyzed. This paper also discusses the basic concept,system foundation and building method for the new cooperative culture between teachers.The paper is divided into five parts. Part I Introduction. Research background, researchstatus of home and aboard, the significance of the study as well as the research method isgiven in this part.Part II,Theory. Keywords of the research are as follows: new curriculum reform, teachercooperation culture, and building. In this part these key words as well as the factors affectingcooperation are analyzed. Part III, Status quo Survey. Statistical analysis of teachers’ age, job title, education,discipline, proportion of core teachers are given in this part to study the problem andbreakthroughs to the problems in the area of human resources distribution in the cooperationculture.By analyzing the school system relating to the co-operation of teachers, the organization,form of cooperation and the effect of cooperation, summary is given for the characteristics ofthe cooperation and the problems in the effect of the cooperation culture.Part IV, Status quo analysis. Survey of the actual situation and problems to explore thereason for the existence of the problem and the solution direction;Part V, Strategy building. The building method and path of cooperation culture atdifferent levels such as ideological level, the management level and teacher level are analyzedin this part.Unlike the job done by many researchers in the past, as a teacher who experienced avariety of real activities carried out by the school in the new curriculum reform in order toadapt to changes; the importance in the building of the new partnership for teachers andexploration and efforts made by schoolin building, the author has real experience for theconstraints on effectiveness and development of culture of cooperation of teachers. New ideasin the culture of cooperation of teachers are expected by this analyze so as to makecooperation play its due role in the school culture and education content itself andcontinuously improve the quality of education and teaching, promote their own growth, andpromote the development of the organization, making education as a cause of happiness.