Research On The Practice Of Cooperative Education Between Head Teachers And Subject Teachers In The Stage Of Compulsory Education

With the implementation of educational reform and the proposal of "education for all",the cooperative education between primary and secondary school head teachers and subject teachers has become the focus of attention.Good cooperation between head teachers and subject teachers can maximize the collective education function of teachers,make all teachers truly participate in the moral education work of schools,and make the essence of education-the purpose of education to be realized to a greater extent.However,in the context of the current college entrance examination,exam-oriented education still dominates the mainstream,with few ways and low degree of teacher cooperation.National and local education departments and normal schools do not provide complete cooperative teacher training mechanism;Primary and secondary schools did not carry out targeted evaluation of teachers’ cooperation results,which made it difficult for teachers to change their ideas.In addition,the lack of cooperation awareness and ability of teachers themselves makes collaborative education a loud and persistent slogan to some extent.In order to effectively improve the current situation of teachers’ cooperation,through reading a large number of documents related to collaborative education and combing the relevant documents,this paper adopts the methods of literature,questionnaire and interview,taking X School in Wuxi City,Jiangsu Province as an example,from the aspects of teachers’ personal situation,cooperation attitude and willingness,cooperation form and frequency,evaluation of their own cooperative education achievements And the preparation of multi-dimensional questionnaires such as students’ observation and evaluation of teachers’ cooperative education,and in-depth interviews with multiple teachers with different professional titles and disciplines in X School.Collect and analyze 569 student questionnaires and 184 teacher questionnaires.On this basis,combine the actual situation of School X to analyze the development of the actual teaching cooperation behavior of School X.The results show that from the perspective of teachers’ overall cognition,they have positive cognition and lack positive attitude;From the perspective of the school’s management policy,there is a sense of promoting teacher cooperation,and there is a lack of practical incentive work;From the perspective of national policy,due to its particularity,the work of teachers lacks unified assessment standards.Therefore,it puts forward the development strategy of optimizing teachers’ collaborative education.The state needs to build a learning platform for teachers,encourage and promote cooperation among teachers,provide practical assistance,clarify the responsibilities of teachers,and improve the performance distribution system;The school leadership should raise awareness,encourage and guide teachers to improve their enthusiasm for cooperation,and combine the leadership’s own exemplary role to improve the assessment system and build a cooperative campus culture;Individual teachers need to overcome inertia,improve cognition,improve education ability and cooperation level.