Abstract:

In an information society characterized by massive information and technological changes, the construction of a dynamic teachers’learning mechanism is conducive to teachers’continuous learning and development in changing situations. In the past, teachers’learning mechanism often confused the boundaries between simple and complex situations. The theory of adaptive expertise focused on the adaptability of subjects in complex situations, which provided a possible perspective for teachers to break through the dilemma of “situation confusion”. Teachers’learning mechanism from the perspective of adaptive expertise is acquired through the cyclic learning mode of “learning-abstract understanding-practice-experiential perception-reflection”, with the addition of “synergistic symbiosis” as supplementary support. According to the four dimensions of concept, behavior, reflection and communication, the practical strategies of teachers’learning mechanism include teachers’deep dialogue between theory and practice, teachers’ flexible response to changing situations, teachers’continuous self-reflection and reconstruction of knowledge system, individual and collective co-existence.

Key words: teachers’learning mechanisms, adaptive expertise, complex situations