Narrative Inquiry Of The Chemistry Education Graduate-student Team Growth Based On China-Canada Project

UNESCO put forward the four pillars of education, which can also cal ed the four major goals: learning to know, learning to do, learning to live together and learning to be. As the group who receive the highest education in the colleges and universities, the graduate is the significant talents cultivated by the nation, and the people who approach the topmost level of the education goals.International cooperation in the field of education is increasingly strengthened in the background of globalization. It becomes a new form of graduate education that the graduate grow up in the team in the international cooperation project under the guidance of tutor to achieve the goal of education. My tutor leads her graduates to join in the international cooperation project, named “The Reciprocal Learning in Teacher Education and School Education between China-Canada”. The group including the tutor and her graduates transforms to the team with the development of the project. Opportunities and chal enges have been brought to the growth of the graduate-student team for the high requirements of the abilities, such as language ability, research ability, cooperation abilit y and ability to learn. The science team accumulates a lot of valuable experiences in the process from foundation to mature under the opportunities and chal enges. I will inquiry the experiences of the Chinese science team in the project to ensure its later smooth development, to offer some references to other graduate-student teams who participate in international project, and to offer some references to the method of graduate education.I review the related research of the connotation of the team, and find that there are four elements at the team definition of predecessors: people, goals, roles and rules. Combining with the characteristics of postgraduate education and the real study of this paper, I put forward the concept of the graduate-student team. On the expatiation of the growth, I give the concept of the growth of the graduate-student team. On the reference of the division to team growth stage of Bruce Tuckman and H· James Harrington, and combining with the actual conditions of Chinese science team, there stages of the growth of our team are divided: built-up stage, cohesion stage and mature stage. The characteristics of the people, goals, roles, and rules in the different growth stages are analyzed after that.The innovation of this paper is that the new research method is used on the study of the growth of graduate-student team. Qualitative study is the basis of the research methodology of the project. Narrative research as one of the representative method of qualitative research paradigm, as a way of research which close to the human experience, emphasizes to participate in the real life to think, to "experience", to explore and inquir y the past, present and future experiences, aims to understand other people and themselves, and change the current situation. As a member of the science team, I witness both the development of the project and the growth of the team from the year of 2013 to today, which corresponds to the emphasis of narrative research. Therefore, narrative research is the major research method of this study. The field text including team and individ ua l recollection, study log, conversation, etc. is transformed to ten vivid stories based on the “three-dimensional narrative inquiry space”- time, the people and the society as well as the location. I will give the rational analysis of the stories in order to lead to reader’s resonance and reflection, and offer them some inspiration. The growth stories of Chinese science team has both individual character and common character. I will explore the countermeasures to promote the growth of the graduate-student team though the analysis of the growth stories of Chinese science team. The countermeasures include:(1) Selecting the team members carefully.(2) Clearing the team goals.(3) Having a clear division of responsibilities.(4) Cultivating the core team members.(5) Handling the team conflict effectively.(6) Paying attention to the team learning.