Research On The Construction Of Professional Learning Community Of Rural Physical Education Teachers Under The Background Of Education Group

Education group refers to a basic education consortium formed by contract and alliance by one or more public high-quality primary and secondary schools leading multiple rural schools and relatively weak schools in order to balance the high-quality resources of basic education.The implementation of the education group is conducive to improving the efficiency of the use of high-quality educational resources,driving the expansion and radiation of high-quality education brands in the region,and promoting the balance and fairness of basic education.Rural physical education teachers are the key to improving the quality of physical education in rural schools,and the construction of a professional learning community for rural physical education teachers under the background of education groups is conducive to maximizing the utilization of physical education teacher resources in various group schools and enhancing the training and cooperation between physical education teachers in different regions,levels and levels.In view of this,based on the background of the education group,how to improve the construction of the professional learning community of rural physical education teachers has become a key issue to be solved urgently in the professional development of existing rural physical education teachers.This study takes the professional learning community of rural physical education teachers under the background of education group as the research object,and investigates the current situation of the construction of professional learning community of rural physical education teachers in the group by using questionnaire survey method,interview method,case study method and mathematical statistics method,analyzes the existing problems and causes,explores the improvement of the professional learning community of rural physical education teachers,and efficiently promotes the professional growth of teachers.Through the compilation of survey data,the current construction of professional learning community of rural physical education teachers was examined from the four dimensions of learning practice,organizational support,peer relationship and endogenous motivation,and the causes of problems were analyzed from the three levels of rural physical education teachers,education groups and rural physical education teachers’ professional learning communities,mainly including: rural physical education teachers mainly have difficulties such as insufficient professional supply,lack of cultural capital,identity confusion,insufficient endogenous motivation,and insufficient scientific research motivation at the individual level;At the level of education groups,there are mainly difficulties such as uneven development level of member schools,insufficient communication and interaction between physical education teachers in different member schools,insufficient leadership and demonstration of leading schools of the group,and lack of long-term development mechanism of the group.At the community level,there are mainly difficulties such as the difficulty of sustaining the sense of acquisition of training activities,insufficient integration of community theory and practice,lack of effective communication mechanism of the community,formality of community learning activities,poor effect of community online activities,and single membership structure of the community.Finally,according to the analysis of construction dilemmas and causes,the enlightenment and thinking on community building are obtained,mainly including: first,by building a precise training mechanism,an innovative incentive mechanism,and establishing a diversified development group system to improve the construction of community organization support dimension;Secondly,by strengthening the exchange of high-quality teachers between schools,establishing a reflection and mutual assistance teaching and research mechanism,carrying out appropriate and effective learning activities,and transforming diversified training methods,the construction of the community learning practice dimension is improved.Thirdly,strengthen teachers’ awareness of communication through multiple paths,and stimulate teachers’ awareness of sharing through multiple measures to improve the construction of community peer relationship dimension.Finally,by giving full play to teachers’ subjective initiative and stimulating teachers’ professional feelings,the construction of the endogenous dynamic dimension of the community is improved.