Investigation And Research On The Current Situation Of Teachers' Learning In The Context Of Group Schoolin

To promote the high-quality and balanced development of basic education has always been a major concern of the Party and the government.In recent years,the CPC Central Committee and the State Council have issued a series of policies to deepen the reform of the education system,encouraged improving the management model and exploring the form of collectivized school running.Then,all over the country have made bold attempts and explorations in the collectivized school running.At present,the collectivized school running has become an important measure to promote the balanced development of basic education in China.The Party and the government have always stressed that "to revitalize the country,we must strengthen teachers,vigorously revitalize teacher education,and constantly improve the professional quality of teachers".It can be seen that the state strongly supports the construction of professional teachers and puts forward higher requirements for teacher education.However,at present,the main learning mode of teachers in China is still organized by schools to listen to demonstration classes,lectures,seminars,etc.This passive,external,top-down learning form is often inefficient or even ineffective.Therefore,how to achieve the professional development of teachers through persistent and effective learning is a problem worth studying.Especially in the background of collectivized school running,how to break the inter-school barriers to carry out cooperative learning,and how to break through the professional bottleneck to conduct in-depth learning are problems worth studying.Through the questionnaires and interviews of primary and secondary school teachers in the members of three education groups in Xiong’an New Area,Hebei Province,it is found that the current situation of teacher learning under the background of collectivization is generally good,but there are some differences among different groups,as follows: the learning status of female teachers is better than that of male teachers;the learning status of teachers aged 51 and above is better than that of teachers aged 31 to 40;the learning status of teachers with teaching experience of 21 years or more is better than that of teachers with teaching experience of 6 to 10 years;the learning status of first-level teachers is better than that of second-level teachers;the learning status of junior high school teachers is better than that of senior high school teachers.In order to solve the problems behind the differences,first,it is necessary to establish famous teacher studio to promote the cooperative learning of inter-school teachers,to resolve the differences between teachers of different genders;second,we should organize teachers to participate in class competition activities,so that young and middle-aged teachers can break through the professional bottleneck and obtain professional development in the competition;the third is to help teachers to carry out task-driven learning,change their utilitarian learning purpose,stimulate their learning drive,achieve teachers’ lasting and effective learning,and promote the continuous development of teachers’ profession.