| The century-old plan is education-oriented;the education plan is teacher-oriented.In order to promote the construction of a high-quality professional teaching team,the professional quality and ability of teachers should be continuously improved.As an important way to promote teachers’ professional development,teachers’ learning community should improve its construction process,give full play to the power of teamwork,and improve the level of construction of teaching staff.The development of Tibetan teachers is an important feedback part of the development of teachers in my country,studying the current situation of the construction of teachers’ learning community is aim to improve the importance of Tibetan teachers to teachers’ learning community and promote the construction of teachers’ learning community.The status quo of the construction of the learning community is also a key move to promote the development of Tibetan education towards the path of connotative development.This study defines the core concepts of learning community and teachers’ learning community on the basis of sorting out relevant literature on teacher learning community.In accordance with the idea of "in-depth participation-analyzing problems-making suggestions",deeply participate in the collective teaching and research activities of M primary school,record in detail the performance of M primary school teachers’ participation in collective teaching and research activities and the way the activities are carried out,and find that there are activities in the teacher learning community in practice,but the purpose of the activities is not clear;there are exchanges between teachers,but there is a lack of thoughtful and meticulous reflection and dialogue;the records of teaching and research activities are not perfect,and no shared collective knowledge has been formed;schools provide teachers with insufficient supportive conditions for learning communities and so on.Based on the above problems,the researchers explored the causes through in-depth interviews and investigations,and based on the theory of group dynamics,they refined four optimization strategies for building a teacher learning community: First,develop the leadership of the principal,and achieve the goal of "guidance" and "encouragement".Secondly,there are various ways to help teachers understand the intention of the activity and trigger the teacher’s identification with the activity.Then,pay attention to the exchanges and cooperation between groups,carry out dialogue and interaction,and shorten the ideological distance.Fourthly,improve the teacher management and evaluation mechanism to promote the development of group binding force;finally,learn from and absorb different cultural ideas,forming a mutually beneficial and coexisting education system. |
