-Li Zhengtao's "Teaching and Research Group Culture" series Shanghai Education Research 2006.7 P4-5 "Shift of focus" is one of the symbols of the establishment of modern schools, and it is also the basic strategy for the "new basic education" to complete the overall transformation of schools. Therefore, as one of the middle-level organizations, the teaching and research group has become the focus of contemporary school reform and transformation, and is becoming a new research hotspot. Looking at the existing research, it mainly focuses on the institutional evolution, organizational structure and activity mode of the teaching and research group, while the cultural thinking on the construction of the teaching and research group is relatively weak. The research and practice of "new basic education" show that the most fundamental thing in the overall reform and transformation of schools is to realize the transformation of school culture. Similarly, the deep foundation of the reform and transformation of teaching and research group lies in the transformation and reconstruction of teaching and research group culture. In other words, we should raise the construction of teaching and research group to the cultural level, and explore the cultural path of contemporary teaching and research group reform by looking for the cultural roots of teaching and research group construction. Another question follows, what does culture mean for the construction of teaching and research groups? What's the difference between thinking from a cultural perspective and not thinking from a cultural perspective? Many times, "culture" may become a hat that is applicable everywhere, or even a kind of "emperor's new clothes". The research and practice of the "new basic education" for many years show that culture has three connotations for the teaching and research group: First, the culture of the teaching and research group is the code of conduct system for the members of the teaching and research group, which shows what code requirements the members of the teaching and research group are based on, how to prepare lessons, attend classes and evaluate classes together, and how to study teaching problems together. Taking lectures as an example, the teaching and research groups of Huaping Primary School put forward the following normative requirements for teachers: find a bright spot, find a short board, provide a suggestion and write a lecture note for teachers. Secondly, the culture of teaching and research group is the conscious spirit and value system of the members of teaching and research group. For example, the slogan of "building a learning organization and building a team of scholars" put forward by the Chinese teaching and research group of the "New Basic Education" experimental school is itself a concentrated expression of the value system of the teaching and research group. Third, the lifestyle of the members of the teaching and research group. Specifically, it refers to how the members of the teaching and research group think and act in various forms of daily teaching and research activities. In the sense of the above three aspects, culture is the deepest thing in the construction of teaching and research groups. It is the result of activities accumulated or condensed by the teaching and research group and its personnel consciously or unconsciously in the long history. As a stable way of life, once the teaching and research group culture is formed, on the one hand, it plays a decisive role in restricting the survival of individual teachers in the teaching and research group culture; On the other hand, it constitutes the internal mechanism of the operation and development of the teaching and research group, which deeply restricts the development direction of the teaching and research group. Because of this, the change or transformation of the teaching and research group culture is always the most profound change, because it represents the fundamental lifestyle change of the teaching and research group leader as the manager and the ordinary teacher as the managed. In this sense, when we study the culture of teaching and research groups, we are actually studying people themselves. Specifically, it is to study the lifestyle and state of the leaders and teachers of the teaching and research group in this group and organization. At the same time, the above viewpoints show that when we try to think about the construction of teaching and research groups at the cultural level, it first means paying attention to the living style and living state of every teacher in the teaching and research group. What constitutes this way of life and state of life are concrete and subtle daily activities and behaviors. That is, how do teachers live and prepare lessons in the activities of teaching and research groups? How do we evaluate the class? How do they study? How do they get along? How do they manage the class? Wait a minute. It is in the sense of "lifestyle and state based on daily life" that culture constitutes the basis for the survival and development of teaching and research groups. Therefore, when we think about the teaching and research group at the cultural level, we are trying to think and act on the basis of the teaching and research group. In this sense, the teaching and research group culture of the "new basic education" is a culture with the core goal of transforming and rebuilding the daily life style and living conditions of the members of the teaching and research group, so it is a basic culture. So far, we have expounded "what is the culture of teaching and research group". In order to further clarify the connotation of teaching and research group culture, we need to explain what is "teaching and research group culture". 1. Teaching and research group culture is not synonymous with teaching and research group construction. Just as school culture is different from school education, compared with the construction of teaching and research group, the culture of teaching and research group has its own particularity, which is brought by "culture" It shows that the development and construction of the teaching and research group is based on the "culture" of the teaching and research group, that is, the lifestyle and living conditions of the members of the teaching and research group. 2. Teaching and research group culture is not teaching and research group plus culture. For the teaching and research group, culture is not external, and it is not something that can be put on or taken off at any time like clothes. On the contrary, culture is endogenous and permeates the whole process of production and development of teaching and research groups, so it is daily and fundamental. 3. Teaching and research group culture is not a copy of school culture. Although the culture of teaching and research group is the result of the shift of the focus of school culture in the process of school transformation and reform, this shift of focus is not a simple direct shift, but a shift that needs transformation and generation. Therefore, what the school culture can't do can be done by the teaching and research group culture. It has its own particularity and is the basis for the survival of teaching and research group culture in the school cultural system. This particularity is reflected in the structural elements of the teaching and research group culture. The first is the spiritual culture of the teaching and research group. Adapting to the school culture, the teaching and research group should have its own development vision and cultural ideal. Just as the school culture has a school motto, the teaching and research group should also have its own "group motto", which is not only the foundation of the spiritual culture of the teaching and research group, but also the core embodiment of the cultural ideal of the teaching and research group. As mentioned above, the Chinese teaching and research group of the new basic education experimental school has established "building a learning organization and building a team of scholars" as a group training, and the cultural vision of the teaching and research group formed on this basis is "building a learning organization full of democratic atmosphere, independent spirit and pragmatic style." The second is the material culture of the teaching and research group. Material culture plays an important role in school culture, which is determined by the school as an independent economic entity. Relatively speaking, the material culture of the teaching and research group is either a part of the school's material culture, which makes its own particularity obscure, or it is often ignored and becomes something unrelated to the teaching and research group culture. In fact, the material culture of the teaching and research group is extremely rich, which is not only reflected in the activity places of the teaching and research group (such as the layout of conference rooms), the teaching materials, teaching references, teaching AIDS and learning materials used by the members of the teaching and research group, but also in the cultural products of the teaching and research group, such as teaching plans, lectures, essays and various teaching videos. The third is the institutional culture of the teaching and research group. For the teaching and research group, the system is the rule of the daily activities of the members of the teaching and research group, and its basic feature is "certainty": determining people, time, theme, mode, procedures and steps, evaluation criteria and so on. These systems are based on the teaching and research group, including: regular activities of the teaching and research group, reading exchange system, lesson preparation system, lecture evaluation system, special forum system, tutor system, case study system, interdisciplinary research system, project research system, reward and incentive system, evaluation system and so on. (See Qian Wei's "On the Evaluation of the Construction of Teaching and Research Groups" and "Management of Primary and Secondary Schools", No.2, 2006) The reason why these systems constitute a culture is because the values and ways of thinking followed by the members of the teaching and research groups are behind them, and the process from system design to system implementation constitutes the daily life style of the members of the teaching and research groups. Fourth, the behavior culture of the teaching and research group. It is reflected in the specific behavior of the members of the teaching and research group in preparing lessons, attending classes, evaluating classes and other activities of the teaching and research group. Therefore, we put forward the culture of preparing lessons, attending classes and evaluating classes, which is actually in the aspect of behavioral culture. 4. The culture of the teaching and research group is not the culture of the head of the teaching and research group alone. Whether it is the group training, cultural vision and cultural strategy of the teaching and research group, it is not taken by the head of the teaching and research group alone, but the result of continuous reconstruction by the members of the teaching and research group through consultation. Therefore, the teaching and research group culture is a group and interactive J5 culture. Teaching and research group culture is not a static result. When the culture of teaching and research group is regarded as a static result, it often leads to the pursuit of visible external cultural forms (such as material culture). On the contrary, the teaching and research group culture is more of a dynamic cultural process. When the teaching and research group culture is regarded as dynamic, it means more generation, and generation can only be realized in dynamic evolution, that is, dynamic generation. It directly makes the teaching and research group culture a "process", which means that the creation of teaching and research group culture has different stages of development. It requires the head of the teaching and research group to find different problems and obstacles according to different stages of development, put forward different goals and creative strategies, and promote them layer by layer. At the same time, it also means that the teaching and research group culture is a living culture, a flowing culture, and therefore a culture of continuous creation. Note: ① Refer to the series of papers on Middle School Organization and Primary and Secondary School Management, No.7, 2005. [Li Zhengtao East China Normal University Institute of Basic Education Reform and Development 200062]