Study On Teacher Interaction Optimization In Collective Schooling

Collective school-running is an important measure to promote the quality and balanced development of compulsory education,which serves as a significant goal of education development.The education platform established via collective school-running plays a leading role in the transfer of educational resources of quality embedded in famous schools,and the promotion of low-performance schools.The core of high-quality educational resources is these excellent teachers,thus the key to expanding high-quality educational resources depends on the sharing of high-quality teachers.To make it more specific,the sharing of vital knowledge and experience occupied by these excellent teachers will facilitate the expansion of high-quality educational resources.In practice,teachers from lower-performance schools are accessed to gain knowledge and experience through interaction with teachers from higher-performance,which is believed to be very conducive for the enhancement of teachers' profession and managerial capability.In order to familiarize with the current research progress in collectivized schooling and teacher interaction,this study sorted out relevant literature through the literature method.Taking symbolic interaction theory and social exchange theory as its theoretical basis,this study took schools undertaking collective school-running reform as examples and solicited information on aspects of participant,mode,content,and the attitude,motive expectation teachers on both sides hold towards each other.The findings show that the main participants consists of expert teachers from higher-performance school and novice teachers form lower-performance teachers,the interaction between two sides mainly takes the form of master guide in teaching,heterogeneous forms for the same subject,collective class,evaluation for joint examination,rotational communication,apprenticeship training,and teachers from different side hold different motive for participation of this reform and adopt distinct attitude towards the interaction between two sides.After years of interaction,lower-performance school made a good progress in teachers'professionalism,Students academic performance and social recognition,but still,the interaction is impeded by many obstacles like expert teachers'lack of motivation in the implementation of Collective school-running reform.According to investigation,the possible strategies are devised from four aspects,namely,the institutionalization,the construction of reciprocal mechanism for Collective school-running reform,the boost in teachers'motivation for interaction and the enhancement of teachers'skills for interaction.