Abstract:

Deep learning is the process of students’ self-construction of knowledge. This requires that the concerns of teachers’ learning must change from “teacher’s teaching” to “student’s learning”. In order to explore the situation of “Student Learning Research” in Teachers’ Team Learning, 6 cases of Teachers’ Team Learning at the national, regional and school levels were selected for content analysis of relevant learning resources, discussion process and interviews with case teachers. The conclusion shows that students’ learning research in Teachers’ Team Learning focuses on introducing concepts, and analyzing students’ knowledge base, learning difficulties, learning process as well as learning ability. However, because the design and implementation of team activities replace “problem-solving” with “tasks execution”, teachers’ participation lacks the logic of the learning process. Thus, there are some problems in team learning activities, such as the lack of attention to the driving force of students’ learning from the task execution, the lack of systematic research design in the process of experience sharing, and the neglect of reflection and accumulation of research results in the way of evaluation. Based on the problems, the research proposes that the “student learning research” of the teacher team should focus on problem-solving of students learning about the specific content.

Key words: student learning, teacher learning, team learning, teacher training